1. Introduction

Emphasis was placed on the importance of critical thinking skills in English teaching, and it was pointed out that current research often explores from the perspectives of teaching management, content, and methods, while neglecting the perspective of students. At the same time, existing research lacks empirical support. This article aims to propose and verify the effectiveness of a post reading creative writing and critical thinking ability cultivation model based on students' needs.

2. Related research

Critical thinking ability is a core requirement of higher education, involving the comprehensive ability to identify, analyze, and evaluate problems. Different scholars have proposed various training models, including separate and integrated teaching methods, as well as explicit and implicit teaching objectives. Immersive and explicit goals are more conducive to cultivating critical thinking skills, and writing is an effective tool for improving critical thinking abilities. Students need clear reasoning indicators and frameworks to guide their thinking. Second language students have problems in English writing, such as not daring to question, lacking depth of thought, and shallow discourse. The difficulty in cultivating critical thinking ability lies in its reflective thinking ability, which lacks targeted training and student feedback in teaching practice. This article proposes a model for cultivating post reading creative writing and critical thinking abilities, aiming to address the aforementioned issues.

3. Training mode and implementation steps for post reading creative writing and critical thinking ability

This article introduces the cultivation model of "post reading creative writing" critical thinking ability, which is inspired by "post reading continuation" and has five major characteristics: guidance based on critical thinking framework, reading based on critical thinking, student personality based, creative based on critical thinking, and explicit critical thinking indicators. The model focuses on critical thinking knowledge, framework, and training, aiming to internalize critical thinking skills through reading, writing, and reflective activities. The speculative framework includes five language steps and eight indicators, used to organize speculative activities and measure writing quality. Critical thinking training involves teachers designing tasks and students engaging in writing and reflection activities to acquire and internalize critical thinking skills. The implementation steps follow the principles of demonstration, guidance, and gradual retreat, including the display and analysis of speculative knowledge, the teaching of speculative frameworks, and the integration of speculative training throughout the entire teaching activity. Teachers design tasks to stimulate thinking, follow up on students' writing process, and organize students to reflect, in order to promote the internalization of critical thinking ability.

4. Research Design

This chapter elaborates on the design of the effectiveness research on the cultivation mode of post reading creative writing and critical thinking ability. The study adopts quasi experimental methods, including pre-test and post test, student essay writing, post writing reflection, and in-depth interviews, to evaluate the impact of this model on students' critical thinking ability and English writing proficiency. The research subjects are 37 senior English major students, and the research steps include argumentative writing at the beginning of the semester, one semester of critical thinking ability and writing training, as well as re writing and interviews at the end of the semester. The data analysis was evaluated blindly by two teachers, using the criteria of critical thinking quality rating and specialized writing rating, and the consistency of the ratings was good. The research results will be subject coded and analyzed using NVivo 11 software to evaluate changes in critical thinking indicators, critical thinking quality, and English writing proficiency.

5. Results

Through data analysis, the impact of the post reading creative writing thinking ability cultivation model on students' thinking ability was demonstrated. Before the training, the frequency of critical thinking indicators such as targets, refutations, and responses in students' compositions was zero. Although the frequency was not high after the training, a breakthrough was achieved, indicating that the model is effective but needs to be strengthened. The training of evidence indicators significantly improved, and the display mode helped to enhance students' ability to present facts and reason. After training on background and controversial indicators, there was also an improvement, indicating that training helps students expand their background information and think from multiple perspectives. However, the improvement in evidence and conclusion indicators was relatively small, and there was no significant difference before and after training. In addition, after training, students' critical thinking quality and English writing level significantly improved, and there was a significant moderate positive correlation between critical thinking quality and writing level, indicating that critical thinking training has a positive effect on improving writing level.

6. Discussion

In depth exploration of the procedural role of the post reading creative writing thinking ability cultivation model in enhancing students' thinking ability. Through data analysis, it was found that students have made significant progress in key indicators such as targets, refutation, and response, indicating that this model can effectively promote students to reject simple thinking and engage in multidimensional thinking. Students are able to provide a more comprehensive introduction to the background, raise controversial issues, and demonstrate more detailed abilities in organizing and analyzing evidence in their writing. Although the improvement in core arguments and conclusion indicators is not significant, the overall improvement in critical thinking quality has been verified, and students' critical thinking ability has significantly improved after training.

7. Conclusion

We have developed a model for cultivating post reading creative writing and critical thinking abilities, aimed at addressing issues in students' critical thinking processes such as insufficient questioning, limited depth and breadth of thinking, and language limitations in English writing. Empirical research has shown that this model effectively improves students' critical thinking quality and English writing proficiency, especially in terms of questioning spirit and the depth and breadth of critical thinking. The cultivation of critical thinking ability requires long-term training in various forms. This article explores the combination of essay writing and critical thinking training. The study also suggests that critical thinking training should target students' weak areas and provide necessary support, such as critical thinking frameworks and reading and writing tasks. The effectiveness of the model has been verified through various research methods, and it is recommended that future research expand the sample and types to further validate the teaching effectiveness.