As an effective method to improve the efficiency of foreign language teaching, continuation writing combines the imitation of language with the creative use, which has a synergistic effect. It is conducive to dispersing students' thinking and promoting the cultivation and development of students’ thinking quality. This study focuses on the cultivation of students’ thinking quality. Inspired by the theory of “Questioning the Author”, this study attempts to explore the teaching strategies for the cultivation of thinking quality from various elements of narrative. On this basis, the study combines with the design and presentation of specific teaching cases, aiming to provide certain reference and reference for the teaching of English teachers in first-line high schools.

Mingmin Zhang. A study on the teaching practice of continuation writing pointing to the cultivation of thinking quality. Frontiers in Educational Research (2024) Vol. 7, Issue 3: 213-218. https://doi.org/10.25236/FER.2024.070336.

[1] Wang Chuming. (2012). Continuing to Write after reading—An effective way to improve the efficiency of foreign language learning. Foreign Languages (05), 2-7.

[2] Wang Chuming. (2005). Foreign Language writing length method. Foreign Languages in China (01), 45-49.

[3] Wang Chuming, Qi Luxia. (2013). Study on question type after reading. Foreign Language Teaching and Research (05), 707-718+800.

[4] Yang Cheng. (2018). High school English Reading Teaching based on the cultivation of higher order thinking ability. Teaching Monthly Middle School Edition (Teaching Reference), 40-45.

[5] Wang Chuming. (2011). Three complexes in foreign language teaching and effective approaches to language acquisition. Foreign Language Teaching and Research (04), 540-549 +640.

[6] Krashen, S. (1985). The Input Hypothesis: Issues and Implications. London: Longman.

[7] Swain, M. (1993). The output hypothesis: just speaking and writing aren’t enough. The Canadian Modern Language Review.

[8] Vygotsky, L. S. (1986). Thought and Language. Cambridge, MA: MIT Press.

[9] Beck, I. L. & McKeown, M. G. (2006). Improving Comprehension with Questioning the Author. New York, NY: Scholastic.

[10] Zhang Huizhen. (2019). Study on English Integration Review course of College Entrance Examination based on reading theme. English Teaching and Research in Primary and secondary Schools (12), 64-67.

[11] Wang Chuming. (2014). Content to Create language to imitate -- The basic idea of effective foreign language teaching and learning. Foreign Languages (02), 42-48.

[12] Sun Tianshan. (2014). Question Design Based on students’ Higher order thinking Training. Examination (High School Science) (11), 22-25. 

[13] Yuan Hongyang. (2018). An example on the realization path of synergistic effect in reading and writing. Foreign Language Teaching in primary and secondary schools (Middle School Part) (04), 23-27.