The Application Of Knowledge Visualization In High School English Reading Teaching

With the development of science and technology,the presentation of knowledge has become diversified.The English Curriculum Standard for Senior High School(2017)has added the ability of "viewing" as a new requirement in addition to listening,speaking,reading and writing.At the same time,the quality of thinking is also listed as the core competence of English.As we all know,reading is the best way for human beings to continuously acquire knowledge.For high school students,English reading is the basis of English learning.In reading,choosing the appropriate learning tools and leaning strategies is more helpful to elevating students’ reading speed and quality so as to improve their learning efficiency.As a learning tool,knowledge visualization,characterized by its explicitness of tacit knowledge and the visualization of information,can change students’ cognitive style and promote meaningful learning.Therefore,it is gradually applied to English learning.Using visual representation of knowledge visualization,students can not only sort out the key information and improve their generalization ability,but also understand the logical relationship between each information point and develop their thinking quality.Mind Map,as the most common form of visual representation,is widely used in the field of education,including English teaching.But the types of visual representation have not been systematically studied.In order to use knowledge visualization in reading teaching better,three questions are to be addressed in this study:(1)What is the current situation of knowledge visualization in senior high school English reading teaching?(2)How could knowledge visualization be used effectively in English reading teaching?(3)What are the effects of the application of knowledge visualization on students’ learning ?Based on the Dual Coding Theory and Information Processing Theory,this study takes 110 freshmen and 3 teachers of a senior high school in Jinan as the research participants,and adopts the research method of questionnaire and interview.Before the experiment,the students were given questionnaires to investigate their understanding of knowledge visualization,and the teachers were interviewed to investigate their understanding and use of knowledge visualization.During the experiment,different types of texts are studied to show in which visual representation form they can be presented.The teacher uses knowledge visualization in the experimental class to teach,and uses traditional teaching methods in the control class.Besides,through a retelling activity in the post-reading step,the differences of memory quality between the two classes after the use of knowledge visualization are compared.In addition,students’ productions in class are collected.After the experiment,students were given the questionnaires again to investigate their use of knowledge visualization and five students are interviewed to further investigate their attitude towards knowledge visualization and the change of learning habits.After data analysis and discussion,the following conclusions are drawn:(1)Both students and teachers have a certain understanding of knowledge visualization,and some of them have applied visual representation of knowledge visualization in daily study or life,but lack systematic and theoretical knowledge.Therefore,knowledge visualization is feasible in reading teaching.(2)According to the specific text and the characteristics of students,teachers choose different visual representation forms of knowledge visualization,such as Mind Map and tables.Teachers guide students to learn to use knowledge visualization,which can help them to save time and improve learning efficiency.(3)The combination of knowledge visualization and reading teaching improves students’ interest in reading,cultivates students’ good learning habits and develops their thinking quality.Besides,the use of knowledge visualization can help students improve the speed and quality of memory so as to promote their learning efficiency.Therefore,knowledge visualization is feasible and necessary to be applied in English teaching.It provides an effective learning tool for students’ English learning in the future.