Thinking Visualization Promotes The Path And Mode Of Deep Learning In Primary English

With the further deepening of curriculum reform,basic education has placed more emphasis on "people".Deep learning has increasingly become the state expected of students in the teaching process,and the achievement of deep learning state is related to the development of learners’ critical thinking,innovative thinking and other higher-order thinking,emphasizing learners’ connection,construction and transfer and application of knowledge.As a teaching method that makes thinking become traceable,the use and development of thinking coincides with deep learning,so this paper discusses the achievement of deep learning based on thinking visualization.By discussing the internal logic between thinking visualization and deep learning,the theoretical basis for thinking visualization to promote deep learning is found,and then a set of teaching mode applicable to primary school English reading courses is designed.The teaching model has been continuously improved after three rounds of action research,and later verified through teaching practice,interviews and questionnaires,and the teaching effect of this model is remarkable.Through literature review of "thinking visualization" and "deep learning" related literature,to understand the current research status at home and abroad,and then based on brain science theory,information processing theory,visual learning theory,recent development area theory and teaching goal classification theory as the theoretical basis,the intersection of thinking visualization and deep learning,and the realization path of thinking visualization to promote deep learning.Relying on the realization path and using relevant literature as reference,a set of six-step teaching mode of thinking visualization to promote deep learning of primary school English reading is preliminarily designed.This study analyzes the reading lessons in the English textbook of the fifth grade of the People’s Education Edition,selects three reading lessons for teaching design and action research,and continuously polishes and optimizes this teaching model in three rounds of "plan-action-observation-reflection-re-planning",and finally generates this model.In order to verify the effect of this model,this study adopted three verification methods,namely teaching practice,questionnaire analysis,and teacher-student interviews,and the results were indeed significantly improved in the deep learning status of students in the study class.