Undeniably, language education and thinking cultivation are intrinsically linked. Considering Internet+, English teaching aimed at senior high school students is inseparable from the Internet and online network tools. Hence, the cultivation and development of senior high school students’ critical thinking abilities is deeply affected by Internet+. Following critical questionnaires and teaching case analyses, this study investigates the timely instances reflective of the cultivation of students’ critical thinking. Specifically, it is focused on senior high school English classes and their relationship with “Internet+”. Moreover, it also advises on how to most effectively cultivate senior high school students’ critical thinking abilities, reaping the benefits of “Internet+”. According to vital research, a diverse range of critical thinking sub-skills is cultivated depending on the different types of high school English teaching methods applicable. The development of critical thinking sub-skills ranges from high to low: explanation > interpretation > analysis > inference > evaluation > self-regulation, respectively. Concurrently, the cultivation of critical thinking in high school English teaching methodology can be promoted based on the cooperation of educational institutions, teaching and research groups, teachers, and students.
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