A Study On The Application Of Mind Map To English Reading Teaching In Junior High School

English reading plays a very important role in the process of English teaching,and using Mind Map in English reading teaching can help to reach the reading teaching goals easily and efficiently.Therefore,the author uses Mind Map in English reading teaching in junior high school.The research participants are three English teachers and their three classes where there are 137 students in total including 99 Han students and 38 Yi students of Grade Eight in Yanfeng Middle School from Jinkouhe District,Leshan which is also called Yi District in this paper.In this research,classroom observation,video recording,interview and questionnaire survey are used in order to solve the four problems as follows: first,the author wants to know how teachers use Mind Map in their English reading teaching;second,the author wants to find out the problems existing in the process of Mind Map using in English reading teaching;third,the author attempts to investigate the change of students' attitudes and preference after the application of Mind Map to English reading teaching;fourth,the author intends to explore what strategies can contribute to improving the efficiency of Mind Map utilizing in English reading teaching.By analyzing the information and data collected in this research,the author makes some conclusions.First,studying the reading teaching process from the video recording,the author finds that there are four basic steps of Mind Map using in English reading teaching.Presenting Mind Maps is used to set up the bridge between students' previous knowledge and the new information in the text.Fast reading is used to make clear the key points and draw the structure of Mind Map according to the key points.Careful reading is adopted to find the subbranches of the Mind Map and retelling the passage according to the Mind Map is the last step.Second,after the interview,the author finds that there are four main problems existing in the process of Mind Map using in English reading teaching,including students don't know how to design Mind Maps according to different passage,students find it difficult to catch the key information and to retell the passage,and teachers find it time-consuming to draw Mind Maps by hand.Third,by comparing the data from the former and later questionnaire survey,the author finds that students' attitudes and preference have been changed a lot after the application of Mind Map to English reading teaching.Such as their reading interest is improved,their willingness to participate in reading activities is strengthened and they prefer Mind Map using in English reading teaching etc.Fourth,from the classroom observation and video recording,the author concludes that there are some strategies which can be used to improve the efficiency of Mind Map utilizing in English reading teaching.In the preparation period,to make clear the genre and choose Mind Map model according to the writing features.In the Mind Map drawing period,using skimming,scanning etc.and Mind Mapping software to finish Mind Map drawing,and some questions and proper reward measures can also be used in the process.In the Mind Map using period,retelling in forms of groups and increasing the diversity of activities can do a lot of help as well.In this study,the author has got implications from three aspects.For one thing,teachers and students should make a good preparation for each reading teaching class in advance.For another,teachers should train students to draw Mind Maps as much as possible.What's more,teachers should consider the characteristics and features of students' physical and psychological development in the Mind Map drawing process.