以思维可视化工具培养初中生英语自主阅读能力的教学设计——以He Lost His Arm but Is Still Climbing为例
Teaching Design for Cultivating Junior High School Students’ English Independent Reading Ability with Thinking Visualization Tools—Taking He Lost His Arm but is Still Climbing as an Example

基于读前激疑、读中自主探究解疑和读后自主迁移三个培养学生自主阅读能力的教学环节，本文以人教版八下第一单元2b内容He Lost His Arm but Is Still Climbing为例，探讨如何恰当使用思维可视化工具来培养初中生英语自主阅读能力。最终得出如下四点启示：首先，教师要根据教学内容选择合适的思维可视化工具；其次，并不是所有内容都适合使用思维可视化工具教学，教师不可为了使用思维可视化工具而使用；第三，教师需注重教授学生运用思维可视化工具辅助阅读的技巧；第四，教师要给学生充分的自主权，让学生自行绘制思维可视化工具。
Based on three teaching stages of cultivating students’ independent reading ability: pre reading questioning, during reading self-exploration and problem-solving, and post reading self-transfer, this article takes the content of Unit 2b in the eighth edition of the People’s Education Press, He Lost His Arm but Is Still Climbing, as an example to explore how to properly use thinking visualization tools to cultivate middle school students’ English independent reading ability. The following four inspirations are ultimately drawn. Firstly, teachers should choose appropriate thinking visualization tools based on the teaching content. Secondly, not all content is suitable for using thinking visualization tools to teach, and teachers should not use them solely for the purpose of using them. Thirdly, teachers should attach great importance to teach students how to use thinking visualization tools to assist reading. Fourthly, teachers should provide students with adequate autonomy, allowing them to draw thinking visualization tools by themselves.