| Middle school English curriculum standards has certain requirements for students’ reading ability, but most teachers still use the traditional teaching model of "bottom-up", which cannot help students improve their reading ability effectively. Mind map, a kind of thinking tool, is put forward by Tony Buzan in the 1960s. It is also the method which embodies radioactive thinking. If applied to the reading teaching, mind mapping is helpful for students to understand reading materials overall, promote the students to have a deep understanding of reading materials and arouse students’ interest in reading. Therefore, it is necessary to discuss how to introduce mind map to reading teaching in senior high school to assist teachers’ teaching and improve students’ learning efficiency.This research selects students from two science classes (Classes are divided into control and experimental classes) in Grade One. Control class uses the traditional reading teaching method, while experimental class uses mind map teaching. Based on the genre features of The Oxford Advance with English for senior one, travel writing narrative, biographical narrative and exposition mind map reading mode are discussed. In the teaching activity, reading teaching is divided into three steps: pre-reading, while-reading and post reading. In accordance with the mind map reading teaching model and three teaching steps, reading teaching is carried out in the experimental class. After 4 months of teaching experiment, the author uses the methods like questionnaire investigation and experimental testing method to collect and analyze the data. Then by using SPSS software to analyze data and comparing the reading scores of experimental class and control class, the author draws the conclusion that reading scores of students of experimental class have been improved significantly by using mind map.The results show that the teaching effect is good after combining mind map with reading teaching. Mind map can effectively improve students’ ability to grasp the whole structure of reading material, help develop the cooperation and communication between teachers and students and stimulate students’ learning interest and improve their reading scores. This study has implications on middle school English reading teaching. |
