Application Of Thinking Visualization To English Exercises Evaluation Lessons In Junior High Schools

Many studies have shown that thinking visualization technology has become an important tool to cultivate and develop students' thinking quality,and its application to teaching has attracted more and more attention.In addition,the integration of visualization technology and teaching is one of the heated topics of current research.As far as its application to English teaching is concerned,most of the studies focus on vocabulary teaching,grammar teaching,reading,writing teaching and so on.It is difficult to find a research on the application of visualization technology to English exercises evaluation lessons which are an important and indispensable part of English teaching contents in junior high schools.Therefore,the study aims to try applying thinking visualization to English exercises evaluation lessons and mainly focuses on the following three questions:1.What is the current teaching status of English exercises evaluation lessons in junior high schools?2.How can thinking visualization be applied to English exercises evaluation lessons in junior high schools?3.Can the application of thinking visualization to English exercises evaluation lessons in junior high schools have a positive effect on students' English learning?This study is based on brain science theory and deep learning theory.Firstly,the author used interview and questionnaire method to learn about the current teaching status of English exercises evaluation lessons.A questionnaire survey was carried out among the students in the Experimental Class and an interview was made among teachers of different ages and from different kinds of schools.Data analyses show that the current teaching status of the English exercises evaluation lessons is not satisfying on the whole.On one hand,many teachers have improper realization that English exercises evaluation lessons is the easiest as long as they themselves are able to deal with the exercises without difficulty before class.As a result,the teaching method is often monotonous and boring;On the other hand,many students,especially junior high school students,are more concerned about the marks or results instead of the cause of their mistakes after they have finished the exercises assigned by the teacher.Therefore,the teachers feel bored and the students find English exercises evaluation lessons boring.Finally,the result is often that the teacher explains again and again,while the students make mistakes over again.At present in Jiangsu,a relatively advanced province in education,slogans such as cultivating students' core competencies and reducing students' load are shouted loudly,but the actual situation is that the inefficient traditional practice which mainly relies on too much mechanical repeated training isn't still uncommon.Students can only accumulate piecemeal knowledge and vague feeling of solving problems,but the slight change in the problem will make them confused or at a loss about what to do.At the same time,the 30 students of Class 802 were taken as the subjects of the study and Class 802 was taken as the Experimental Class,with thinking visualization used in English exercises evaluation lessons.Class 805 with 30 students was chosen as the Control Class and traditional ways are used in English exercises evaluation lessons.Both classes are taught by the author.Through classroom observation and making horizontal comparison of the students' feedback between Experimental Class and Control Class,the author has found that the application of thinking visualization to English exercises evaluation class in junior high schools is feasible through nearly one year's research,which can be presented as follows:Firstly,more precision of teaching objectives can be achieved by the visualization of key and difficult points before class;Secondly,in class visualization can be applied to make teaching process clearer,which can be shown in figure5.3.And thinking visualization can make scattered knowledge more systematic,make some problem-solving ways easier and make fuzzy knowledge further clarified;Thirdly,by visualization of error attribution after class,students can have a better knowledge of their learning situation,which can in turn help make layered teaching possible and tutoring precise to the teachers.Finally,another questionnaire was made in the Experimental Class.By comparing the results of students' two questionnaires,together with the author's classroom observation and interview with some students,it has been found that the application of thinking visualization to English exercises evaluation has a positive effect on students' English learning.It can not only help improve students' interest in learning and develop students' learning habits of autonomous cooperation in some ways,but also help cultivate students' problem-solving ability and the improve students' thinking quality as well.And to a certain extent,it has helped students change from “learn how to do” to “learn how to learn”.However,there are still some limitations in this study.For example,the number of the subjects chosen in this study is relatively small,and the students' English level is higher than that in most schools.Therefore more studies are needed to take more students with different learning levels into consideration.