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

Reading is one of the basic skills to acquire information for people,English reading as a teaching content is important for Senior High School students according to The English Curriculum Standard for Senior High School(2017).However,the indisputable fact is that the senior high students' English reading ability is not optimistic.Therefore,researchers both at home and abroad have been paying attention to how to effectively improve the reading ability of Senior High School students.So,the development of Mind Mapping provides a new method for English reading teaching.As a kind of effective visual tool,Mind Mapping can enhance people's comprehension,memory and creative thinking ability using key words,diagram and colors etc.Mind Mapping was proposed in1970 s by Tony Buzan who was a psychologist.As a result,it is widely used in many fields at abroad.Compared with foreign studies,there are more domestic studies on the application of Mind Mapping in English teaching,which have laid a solid foundation for the author's research.However,the research only talks about the application of Mind Mapping in reading,and there is no specific design of teaching mode for the version edited by Beijing Normal University Press.Based on the reading material of English textbooks,this study applies Mind Mapping to the reading teaching in Senior High School English classes,aiming to explore the influence of Mind Mapping on students' learning interest and the change of students' reading ability.Based on Schema Theory and Knowledge Visualization,the results of existing researches about different theories of Mind Mapping both at home and abroad and actual situations of English reading teaching in Senior High School,two research problems are proposed: 1)what influence does Mind Mapping have on students' reading interest in English reading teaching? 2)with the help of Mind Mapping,what is the change of students' reading ability? The subjects of this experiment were 140 students from two parallel classes in Senior One in Xinyang Senior High School.Students were taught applying the Mind Mapping-oriented approach to class seven named experimental class,while students in class eleven called control class were still taught using the traditional method.It took one semester about sixteen weeks to do this experiment.According to the characteristics of English reading in Senior High School,this paper designs the model and teaching steps of Mind Mapping for English expository writing,narrativewriting and argumentative writing,and gives corresponding teaching cases.The thesis used literature research method,questionnaires,pre-test and post-test to verify the validity of Mind Mapping.At the same time,the paper analyzed the genre between English texts and the college entrance examination.The aim of the teaching of Mind Mapping was to better serve the reading comprehension.After the end of the experiment,the data of the experimental class and the control class were compared and analyzed by means of software SPSS 22.0.Moreover,the discussion of questionnaires' results were proceeded.The author summarized that The post-test scores of students were higher than pre-test scores in the Experimental Class(sig=0.000).Mind Mapping was connected with reading ability.In the meantime,Mind Mapping was helpful for Senior High School students to deepen their understanding and overall grasp of the text,which stimulated their interest in learning English and their reading ability.In view of the research conclusion,the author puts forward the prospect of future teaching research.