Abstract
Hardship is suffered by enormous numbers of English learners who are unconscious about their involvement into visualizing times. Vast of vocabularies can be turned into familiar pictures and vice versa. Visual literacy education enables English learners to keep up with times and acquire English with less suffering.
This paper dialectically reveals the impact of visual literacy education on high school English teaching: the positive and negative effects. Not only comparison, but also concrete examples and most abstract theories from Rudolf Arnheim’s Visual Thinking will be employed for reasoning.
The definition and advancement of visual literacy is clarified in the first chapter for the better understanding of visual literacy. Then Chapter Two and Three respectively demonstrate the positive and negative effects of visual literacy on high school English teaching, from the perspective of both English instructors and English learners. These mostly lie in the sphere of psychology that is a significant segment of human beings, such as thinking and emotion. Finally, some proposals are put forward to demand schools and education departments’ action for advancement.
Key words: visual literacy education; English teaching; psychology
摘 要
因为许多英语学习者没有意识到他们正在进入的是一个视觉化时代——图像信息时代，所以在学习英语的道路上，备受煎熬。在图像信息时代大量的英语词汇可以转化成为熟悉的图片，反之亦然。视觉素养教育能让英语学习者更好地利用视觉时代的优势来减轻英语学习过程中的痛苦。
这篇文章从积极影响和消极影响两方面辩证地揭示视觉素养教育对高中英语课堂的影响。文章将通过对比手法，具体例子跟抽象理论等来加以论证，并且这些理论大部分取材于鲁道夫·阿恩海姆的《视觉思维》。
文章的第一章节主要阐明视觉素养的定义与发展背景，读者可以通过这一章节对视觉素养有进一步的了解。第二章节与第三章节将各自论证视觉素养教育的优势与劣势，主要从两个角度：英语老师跟英语学习者。而且，这两个章节大部分通过心理学这个领域来论证的，比如学习者的思维跟情绪。在最后，作者针对视觉素养教育的未来发展向学校和教育部门提出一些建议。
关键词: 视觉素养教育；英语课堂；心理学
CONTENTS
Introduction 1
Chapter One General Understanding of Visual Literacy Education 3
1.1Definition of Visual Literacy 3
1.2 The Upcoming Visual Times 4
1.2.1 Application of Visual Materials in History 4
1.2.2 Modern Technology—The Motivation 5
Chapter Two Positive Effects on High School English Teachers and Learners 5
2.1 From the Perspective of Instructors 6
2.1.1 Enriched Teaching Environment 6
2.1.2 Instructive English Teaching Technic 7
2.2 From the Perspective of English Learners 7
2.2.1 Creative Thinking 7
2.2.2 Admirable Memory ability 8
Chapter Three Negative Effects on High School English Teachers and Learners 9
3.1 Visual Contamination: Teachers’ Longer Preparation 10
3.2 Visual Preference: Students’ Growing Appetite 10
Chapter Four Recommendations 11
4.1 For Schools 11
4.1.1The Mode of English Courses 11
4.1.2 More Study Resources 12
4.1.3 Cultivation of English Teachers 12
4.1.4 Guidance for English Learners 13
4.2 For Education Departments 13
Conclusion 14
References 16
Acknowledgements 17
