Research On The Application Of Visualized Tools In English Reading Teaching Of Junior High Schools Based On Deep Learning

The English Curriculum Standard for Compulsory Education states that the curriculum is responsible for developing students’ basic English language learning ability and thinking ability.Thinking is usually presented in an invisible way,so how to visualize implicit thinking has become the focus of many studies.In addition,the Curriculum Standard also makes it clear that students in junior high school need to master different kinds of reading skills,and it also mentions the comprehensive requirements for all the students so as to develop students’ ability to use English to understand and analyze certain reading passages.The curriculum standard focuses on the deep analysis of the article,not only on the understanding of the shallow information.Therefore,the development of students’ deep learning ability is of great significance to the improvement of students’ reading ability.Deep learning refers to the process of learners’ critical understanding,processing of new information,combining it with the original information,and transferring and applying it to realize problem solving ability.The development of thinking is inseparable from deep learning.In reading,students need to process information in their mind,and this process of information processing is the process of thinking.Thinking occurs implicitly in people’s mind.It is difficult for teachers to develop students’ deep learning on the basis of implicit thinking.Therefore,as an important way to transmit implicit information to explicit knowledge,visualized tool is an important way to realize deep learning.At present,there are a lot of researches on visualized tools and deep learning at home and abroad,but few studies combine different kinds of visualized tools with deep learning to study how to promote the development of students’ deep learning ability through different tools.Therefore,through analyzing the related researches of visualized tools and deep learning,this paper analyzes teachers’ understanding of visualized tools’ influence to develop students’ deep learning ability on the basis of three theoretical foundations,namely,the theory of knowledge visualization,the theory of deep learning and the schema theory.This paper reveals its practical application in classroom teaching,and puts forward relevant teaching suggestions for teachers by analyzing the difficulties encountered by teachers in using visualized tools in class.Based on this,the research questions of this paper are designed as follows: First,what is junior high school English teachers’ understanding about visualized tools and deep learning? Second,what visualized tools do teachers use to promote deep learning in junior high school English reading class? Third,what difficulties do teachers meet in the application of visualized tools to promote deep learning in junior high school English reading class? In order to solve the research questions,the author selected five English teachers from a middle school in Jintang as the participants of research.Through interview and classroom observation,the author investigated these teachers’ understanding and practice of visualized tools in junior high school English teaching,and how to use visualized tools to promote students’ deep learning.Through investigation and research,combined with the characteristics of visualized tools and deep learning,the author finds that most of the teachers involved in the study have a certain understanding of how to use visualized tools to promote deep learning,but there are still some problems existed: First,teachers of this study lack understanding of the types and functions of visualized tools,and can not correctly use visualized tools to improve deep learning ability.Second,critical understanding is the basis of cultivating high-order thinking ability and realizing deep learning,but teachers of this study have some misunderstandings about critical understanding,which is easy to confuse understanding with critical understanding.Third,the use of visualized tools for knowledge construction and transfer is the key to achieve deep learning.While in the process of practical use of visualized tools,teachers of this study can not correctly use visualized tools to reach the level of knowledge construction or application transfer.Fourth,the core of using visualized tools to realize deep learning is to give full play to students’ learning initiative to solve practical problems.While in this study,teachers do not pay enough attention to cultivating students’ learning initiative,and teachers are still the main body of drawing visualized tools.In order to encourage teachers to better understand visualized tools and use them to promote deep learning,the author gives the following suggestions: First,teachers need to receive more professional training,such as related lectures or related studio training,so as to enhance their understanding of visualized tools and deep learning and to correctly distinguish some confusing concepts.Second,teachers can use modern technology to help their drawing of visualized tools and save time and energy,such as Mindmaster.Third,teachers need to make students become the main body of using visualized tools in order to better enhance students’ learning initiative.