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

English Curriculum Standards for Compulsory Education(2011)puts forward clear and high requirements for students' reading ability.English reading is also a major component of English teaching and an important way of language input in junior high school.In Changde City's senior high school entrance examination,reading comprehension is the most important part of the whole English test paper,so its importance is self-evident.However,in the real teaching of reading comprehension,the traditional teaching method often leads students to read the text word by word and sentence by sentence.As a result,students can't comprehend the reading material as a whole.The mind map proposed by Tony Buzan in the 1960 s as a powerful graphical representation tool can link the seemingly disordered reading information closely,so that every information point can be clearly seen and some important points are highlighted.This research is based on the previous research results of English reading.From the current practical situation of junior middle school in teaching English reading,the writer has applied the mind map to junior high school,trying to verify the following hypotheses: 1)The application of mind map can improve students' reading performance.2)The application of mind map can enhance students' familiarity with the information of the reading text.3)The application of mind map can improve students' reading interest and has a positive effect to students' reading strategy.In this study,111 students from two classes in the ninth grade of a junior high school in Changde City were selected as the research subjects.Class one was the experimental class and Class three was the control class.The experimental class used the mind map to assist the teaching of English reading,and the control class used the traditional teaching method to teach English reading.The experiment lasted for eighteen weeks.And the independent sample t-test and paired sample t-test were performed by using the SPSS21.0 for statistics and analysis of data from pre-test,post-test and questionnaire surveys.Based on experimental analysis of data and post-test,the results showed that the reading performance and the familiarity with the information of the reading text in experimental class were significantly higher than the control class;the students' reading interest of the experimental class were significantly higher than the experiment before and the application of mind map also had a positive effect to students' reading strategy.Based on the statistics and analysis of the data,this study confirmed the effectiveness of the application of mind map in English reading teaching in junior high school.Finally,the author gave four teaching suggestions on the concrete application of mind mapping.