1 Introduction

The importance of creative thinking in high school English education is increasingly prominent and is regarded as the key to cultivating innovative talents. Foreign research has delved into the process and individual differences of creative thinking, while domestic research focuses on evaluating divergent and convergent thinking. The Lin Chongde scoring standard 2 provides a comprehensive tool for evaluating the creative thinking of Chinese middle school students, but lacks targeted subject teaching and specific learning stages. The cultivation of creative thinking in high school English teaching is hindered by the tendency towards exam oriented education. Reading and writing continuation, as a learning method that combines reading and writing, can effectively stimulate students' willingness to express themselves, imagination, and creativity. The aim of this study is to explore the impact of restrictive and unrestricted reading continuation on creative thinking in high school students, and to evaluate its effectiveness using TTCT and Lin Chongde scoring criteria.

2 Literature Review

Research both domestically and internationally focuses on reading and writing in English teaching, exploring its impact on creative thinking. Scholars such as Wang Chuming believe that restrictive conditions such as paragraph opening and keywords limit students' thinking, while Liu Qingshi and others believe that unrestricted conditions are beneficial for cultivating creative thinking and language expression abilities. Studies have shown that restrictive conditions contribute to the development of logical thinking ability. Existing research has not thoroughly compared the impact of restrictive and unrestricted reading continuation on creative thinking. Scholars have explored the relationship between post reading writing and the cultivation of creative thinking through lesson studies and real question analysis, but have not conducted classified research on writing tasks. The read and write continuation task integrates reading and writing, making it easier to evaluate the logical, flexible, and unique nature of creative thinking. This article aims to explore the specific impact of restrictive and unrestricted reading continuation on learners' creative thinking in narrative writing.

3 Research Design

This chapter elaborates on the research design, including research questions, subjects, steps, data collection and analysis. The research aims to explore the impact of English reading continuation writing on creative thinking among high school students, with a particular focus on the role and specific effects of narrative reading continuation writing types on the development of creative thinking. The research subjects are 40 students from a high school science experimental class in Chengdu. Their creative thinking level was evaluated through a pre-test, excluding fluency and generalization evaluations, and focusing on logic, flexibility, and uniqueness. The research steps include a pre-test and two writing exercises, using restricted and unrestricted reading and writing tasks, respectively. In the data collection and analysis section, the researchers ensured the rationality and objectivity of the scoring criteria, adopted a multi person evaluation method, and conducted descriptive statistical analysis through SPSS software. The internal consistency coefficient of the scoring criteria showed high reliability.

4 Research Results and Discussion

Research has shown that unlimited English reading continuation has a significant impact on the development of students' creative thinking. By comparing restrictive and unrestricted reading and continuation writing, it is found that unrestricted reading and continuation writing is more effective in improving students' logic, flexibility, and uniqueness. Specifically, unlimited post reading continuation writing promotes the development of students' logical thinking by providing clear logical starting points and free creative space, enabling them to narrate events more coherently. In terms of flexibility, unlimited post reading continuation encourages students to think from multiple perspectives, enriches the content of the text, and improves language output and thinking flexibility. In terms of uniqueness, unlimited post reading continuation stimulates students' imagination, allowing them to showcase more uniqueness in plot design and language expression. However, the improvement of uniqueness is relatively slow because it is more closely related to the intrinsic characteristics of creativity and is not easily subject to rapid change.

5 Conclusion

This study reveals the differences in the impact of English narrative reading continuation on creative thinking among high school students. It is found that restrictive reading continuation may inhibit the flexibility of students' creative thinking, while unrestricted reading continuation significantly promotes the logicality, flexibility, and uniqueness of creative thinking. Research suggests that teachers should choose interesting and beautiful English stories that are suitable for students' level in teaching, and design reading and writing activities that combine language understanding and output, such as problem chains, brainstorming, and flowcharts, to enhance students' creative thinking. After class, teachers should deepen their understanding of creative thinking by providing feedback and guiding students to reflect. The study also pointed out that although the restricted reading and continuation writing in the college entrance examination is necessary, teachers should encourage students to engage in unlimited reading and continuation writing in their daily teaching to promote the development of creative thinking. The limitations of the study include small sample size, uncontrollable homework time, and lack of assessment of thinking fluency.