A Study On The Application Of Thinking Visualization Tools In English Reading Teaching In Junior High School

In English classes,reading is an important part of developing students’ overall English proficiency and helps them to improve their thinking skills.However,since thinking is invisible,students require thinking visualization tools to help make implicit thoughts explicit,explain ideas with logical and visual supports.Thinking visualization tools have been gradually applied to English reading teaching in recent years.Compared with the traditional teaching mode,thinking visualization tools are rich in types and forms,which have played a positive role in reading teaching.Therefore,based on schema theory and constructivist theory,this study investigates the current situation of the application of thinking visualization tools in junior high school English reading class through the questionnaires,interviews,and classroom observations,finds the problems among them,and then analyzes the causes to guide the teaching practice further.This study investigates 323 students and 42 English teachers in a junior high school in Chongqing,aiming to answer the following three research questions:(1)What is the cognition and practice of thinking visualization tools in junior high school English reading teaching?(2)What is the effect of the application of thinking visualization tools in junior high school English reading teaching?(3)What difficulties do teachers encounter when using thinking visualization tools in reading teaching? What are the reasons?The survey and study revealed that teachers’ and students’ awareness of thinking visualization tools needs to be improved.At the same time,students’ capacity for independent invention is not highlighted,and thinking visualization tools are rarely used in classroom teaching.Secondly,thinking visualization tools have the role of enhancing students’ interest in reading in English language teaching,as well as improving students’ grasp of the structure of reading texts and promoting their understanding of the text.At last,teachers still have some difficulties in using thinking visualization tools.The author analyzes the main findings of this study,which are mainly reflected as follows: Firstly,teachers have insufficient theoretical reserves related to thinking visualization tools.In addition,teachers have less systematic training in making thinking visualization tools.Thirdly,teachers do not have enough time for research and design due to the complexity of work tasks.Finally,students’ understanding of thinking visualization teaching tools is not deep and specific,and they lack the methods of using thinking visualization tools,which affects teachers’ choice of teaching methods.This study offers some recommendations for enhancing the teaching impact of thinking visualization tools in junior high school English reading in light of the aforementioned problems.First,teachers strengthen their theoretical and practical knowledge of thinking visualization tools.Secondly,students should improve their understanding of thinking visualization tools and cultivate their proficiency in using them.To further maximize the impact of thinking visualization tools in teaching English reading in junior high schools,schools should train teachers to use them and create an environment where they can be used in the classroom.