Research On The Application Of Thinking Visualization Tools In Primary School English Teaching

Cultivating students’ thinking ability is an important task of English course.As thinking is invisible,the use of thinking visualization tools in primary school English teaching can effectively make thinking visible,which promote students’ thinking ability.So,the research aims to investigate the present situation of thinking visualization tools used by primary school English teachers,find the existing problems and analyze their influencing factors,and then put forward some corresponding suggestions to further guide the teaching practice.This study is based on literature analysis,questionnaires and interviews to study the current situation of primary school English teachers’ use of thinking visualization tools.From four dimensions: teachers’ cognition of thinking visualization tools,teachers’ teaching practice of using thinking visualization tools,difficulties encountered and help needed,a questionnaire survey was conducted among 266 primary school English teachers in Hunan Province.Based on the current situation,this paper probes into the factors that restrict teachers’ efficient use of thinking visualization tools,and puts forward corresponding suggestions.The results are as follows:First,teachers’ understanding of thinking visualization tools is one-sided;second,teachers’ use of thinking visualization tools is limited:（1）the frequency of teachers’ use of mind mapping is much higher than that of other thinking visualization tools.（2）teachers attach importance to the use of thinking visualization tools in review and reading and writing lessons,do not pay attention to its use in vocabulary class and dialogue class;（3）teachers attach importance to the use of thinking visualization tools in class and after class,ignoring its use in pre-class,like preview.（4）teachers pay attention to the cultivation of low-level thinking ability by using thinking visualization tools,but do not pay attention to the cultivation of highlevel thinking ability;（5）when using thinking visualization tools,teachers pay attention to the principle of stimulating interest and pay no attention to the principle of thinking development.Third,the main difficulty encountered by teachers in using thinking visualization tools is the lack of theoretical and practical guidance.Fourth,there are differences in the use of thinking visualization tools among different groups of teachers.The effect of using thinking visualization tools to assist teaching is significantly related to teachers’ age,teaching age,educational background and the location of teaching schools;At last,both the theoretical basis and practical level of teachers influence the effect of teachers’ use of thinking visualization tools.Based on this,this study proposes to deepen teachers’ theoretical level of thinking visualization tools,strengthen teachers’ practical ability to use thinking visualization tools,and combine theory with practice to Enhancing Teachers’ Curriculum Leadership based on thinking visualization tools.