The Effective Application of Graphic Organizer in English Reading Teaching
DOI:
https://doi.org/10.54097/2htktv15Keywords:
Graphic Organizer, English Reading, Thinking AbilityAbstract
Traditional English reading teaching emphasizes knowledge memorization, which makes students lack the opportunity to think, and it is more difficult to improve their higher-order thinking ability. With the advent of information society and the era of graph reading, graph organizer will be widely used in teaching as an important tool to enhance students' higher order thinking. This study expounds the definition and classification of graphic organizer and its application value in junior middle school English reading teaching. Based on some examples of English reading teaching, this paper discusses how to apply graphic organizer to English reading teaching effectively.
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References
Alvermann, D. & Boothby, P. (1986). Children’s transfer of graphic organizer instruction. Reading Psychology: An International Quarterly, 7, 87–100.
Dexter, D. D., Park, Y. J., & Hughes, C. A. (2011). A meta-analytic review of graphic organizers and science instruction for adolescents with learning disabilities: Implications for the intermediate and secondary science classroom. Learning Disabilities Research & Practice, 26, 204-213.
Manoli, P. & Papadopoulou, M. (2012). Graphic organizers as a reading strategy: Research findings and issues. Creative Education, 3(3), 348-356.
Kang, S. (2004). Using visual organizers to enhance EFL instruction. JALT Journal, 58, 58–67.
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