An Investigation On The Application Of Thinking Visualization Tools In English Reading Teaching In Senior High School

English reading teaching,as an important part of high school English teaching,serves as the major way to develop high school students’ English proficiency and cultivate their reading literacy.Therefore,it is particularly important to help students develop their English reading ability.Unlike the traditional model of reading teaching,visualized teaching model of English reading is flexible and enjoys diverse elements,which can effectively stimulate students’ creativity and initiative,so as to improve students’ interest in reading and enhance their reading ability.The paper took 75 high school English teachers in XX City as subject and made an investigation on the current application status of high school English teachers using thinking visualization in English reading teaching by methods of questionnaire survey,classroom observation,and interview.The aim of the study is to investigate the following three questions:(1)What is the current cognition of thinking visualization among senior high school teachers?(2)What is the current situation of the application of thinking visualization tools in senior high school English reading teaching?(3)What differences are manifested about different groups of senior high school English teachers in the application of thinking visualization tools in reading teaching?Based on the theory of DTC and KIIT,focusing on the application of thinking visualization tools in reading teaching,this paper first used the literature research method to review related research on thinking visualization and reading teaching at home and abroad,and then investigate high school English teachers’ awareness and application of thinking visualization tools,as well as the differences between different groups of teachers in using thinking visualization tools.The results showed that:(1)Most teachers have a certain understanding of thinking visualization.In English reading teaching,they believe that thinking visualization can combine graphics and images with target text,which is beneficial for students to filter and memorize information more intuitively,quickly and effectively,enhancing their understanding of text,and improving their interest in English reading and their ability to understand text.(2)Some problems still exist in the practical application of thinking visualization in reading teaching.For example,the application frequency is not high enough,and the application ability and effect are poor with single tools.(3)Teachers with different age and teaching age showed statistical differences in using thinking visualization tools to assist reading teaching while there are no statistical differences in the use of thinking visualization tools among teachers of different gender and grades.Based on the in-depth analysis of the results,this paper put forward some suggestions on how to solve the problems,hoping to provide corresponding reference for high school English teachers in using thinking visualization tools in reading teaching.