Abstract：

This study explores the use of a SPOC-based blended teaching model to enhance students’ critical thinking in English reading. By integrating online learning platforms with interactive face-to-face classroom activities, the model significantly improved reading comprehension, logical reasoning, and learner autonomy. Post-course data showed a score increase from 72 to 85 and logic accuracy rising to 95.46%. Student engagement and self-directed learning also improved markedly. The findings support the model’s effectiveness and suggest future efforts in resource development, teacher training, and data-driven instructional refinement to promote deeper learning and curriculum innovation.

Key Words：

English critical reading; SPOC-based blended teaching model; critical thinking; online platform; face-to-face classroom