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一、引言Introduction

In English picture book teaching, the design of "problem chain" and the use of "mind visualization" tools are important carriers for developing students' thinking abilities in classroom teaching. Constructing a learning path that integrates the dimensions of "problem chain mind visualization" in English picture book teaching can promote students to deeply interpret the text, reason the story clues, understand language logic, and comprehend the author's intentions through steps such as "main idea construction, plot deconstruction, language linkage, meaning construction, and cognitive reconstruction". This allows for the visualization, association, and structuring of implicit thinking content and processes, thereby achieving synchronous construction and deep integration of language and thinking, solving the problem of "thinking deficiency" in picture book teaching, and achieving deep learning.

Introduction:

The article "Construction of an English Picture Book Deep Learning Path Based on "Problem Chain Mind Visualization"" is about using a dual-dimensional integration learning path of "problem chain mind visualization" in English picture book teaching to promote the development of students' thinking abilities. Through steps such as main idea construction, plot deconstruction, language linkage, meaning construction, and cognitive reconstruction, students will be able to deeply interpret the text, reason the story clues, understand language logic, and comprehend the author's intentions. This will achieve synchronous construction and deep integration of language and thinking, solve the problem of thinking deficiency in picture book teaching, and achieve the goal of deep learning.

[Content Outline]

I. Introduction

A. The problem of thinking ability development in picture book teaching

B. Introduction to the "problem chain mind visualization" method

II. Construction of a dual-dimensional integration learning path of "problem chain mind visualization"

A. Main idea construction

1. Determining the main idea of the picture book

2. Presenting questions related to the main idea

B. Plot deconstruction

1. Analyzing the plot structure of the picture book

2. Exploring key events in the plot

C. Language linkage

1. Analyzing the language expression methods in the picture book

2. Reasoning the connections and logic between languages

D. Meaning construction

1. Understanding the meanings and implications in the picture book

2. Discussing the author's intentions and purposes

E. Cognitive reconstruction

1. Visualizing, associating, and structuring thinking content

2. Deepening students' understanding and thinking about the picture book

III. Implementation steps

A. Teacher role transformation and guidance strategies

1. Shifting from imparting knowledge to guiding thinking

2. Providing guidance on using the problem chain and mind visualization tools

B. Student participation and cooperative learning

1. Encouraging students to actively participate in the construction of the problem chain and mind visualization process

2. Guiding students in cooperative learning and thinking exchange

IV. Evaluation of effectiveness and reflection

A. Evaluation indicators for deep learning

1. Depth of students' understanding of the picture book

2. Development level of students' thinking abilities

B. Reflection and improvement in teaching practices

1. Teacher role transformation in problem chain and mind visualization guidance

2. Students' motivation and cooperation in the learning process

以上为《基于“问题链 思维可视化”的英语绘本深度学习路径构建》的无排版文字预览，完整格式请下载

下载前请仔细阅读上面文字预览以及下方图片预览。图片预览是什么样的，下载的文档就是什么样的。