A Research On High School English Reading Teaching Based On Mind Map And Discourse Analysis

Along with the advancement of elementary education reform, reading plays an important role in English teaching. Effective reading skills not only can improve students’ reading interest, but also can cultivate students’ reading comprehension. However, the majority of English teachers adopt the traditional teaching method to teach English reading in senior high school and require students to do mechanically and repeatedly a lot of practice to improve their reading comprehension, what’s more, the knowledge of English learning in senior high school is obviously more complicated than that in junior high school, besides, the score of English reading in high school takes a greater proportion in examination paper.Therefore, it is a serious question and hot spot that how teacher pushes the motivation of English reading, improves the reading comprehensive ability, and makes better English reading teaching methods in senior high school, finally, students can achieve the requirement of New English Course Standard.Based on the discourse analysis theory, the thesis tries to explore how to design English reading teaching procedure on the application of mind map from the textual pattern with context theory and cohesion theory, then guides students to use the brain reasonably,stimulate the students’ interest in English learning, and finally form a good way of English reading teaching to improve the reading comprehensive ability of students.In order to check the efficiency of the teaching model, three key research questions would be explored through the experiment in this thesis:(1) Can discourse analysis cultivate senior high school students reading awareness?(2) Can the application of mind map improve students’ reading skills?(3) Can the mind map assist the students English reading teaching based on discourse analysis? The author performs three-month empirical study. Two parallel classes, which have similar English level in Liao Heyoutian No.3 senior high school, are chosen to participate in the study as a control class and experimental one separately. In whole teaching procedure, the same texts but different approaches are adopted. The experimental class adopts reading teaching of Mind Map under the guidance of discourse analysis, while the author still conducts reading teaching in a traditional way. The empirical study includes pre-questionnaire, pre-test, a series of classroom teaching experiments, post-test and post-questionnaire. Pre-test is to ensure there is no significant difference in English reading ability between two classes. In order to get some information of their performance in reading,the author gives all subjects pre-questionnaire. After teaching experiment, the two classes have a post-test. Then, the author collects and analyzes the data by SPSS19.0. The result turns out that the application of mind map can improve learners reading comprehensive ability. The post-questionnaire further identifies that the application of mind map based on discourse analysis has its own advantage in English reading teaching.The major finding indicates that reading teaching based on the theory of discourseanalysis can cultivate students discourse awareness. What’s more, through mind map, on one hand, learners can concentrate their vigor on the key points and get rid of the puzzle that they can not grasp the theme of the long or difficult texts, and then form a new English reading teaching method to improve senior high students’ reading comprehensive ability. The research results enlighten us that the application of the teaching model can not only grasp the features of discourse, but also can make students get more fun in English reading teaching.More and more scholars can come up with more effective English reading teaching methods.