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

As a basic skill in English learning,reading is an important part of junior middle school English teaching for teachers,and also a significant aspect of students' English learning.However,some problems are existing in English reading teaching in junior high school.Traditional teaching methods make students afraid of reading.In English exams,students also regard reading as a "big problem".They gradually lose interest in English reading.In the current junior middle school English reading teaching,many teachers devote a considerable part of their time and energy to the teaching of language translation,grammar points and lexical syntax.They pay too much attention to language forms and neglect students' understanding of text content.Students' grasp of the whole article,including the framework structure,the main idea and the logical relationship between paragraphs is not very clear.It is difficult to really understand the theme of the article that make students lack of autonomy in reading.Teachers need to take appropriate teaching measures to help students form good reading habits,so that students can gradually deepen their understanding of all aspects of English reading knowledge.Finally,they can enhance their comprehensive language using ability.Therefore,on the basis of changing the current teaching situation,this study discusses the teaching of English reading in junior high school on basis of mind map and tries to apply mind map to English reading teaching in junior middle school.It presents the approach to students as a reading strategy.The purpose of this paper is to explore how to effectively apply it to the teaching of English reading in junior high school.Three hypotheses are put forward.Firstly,whether the teaching of English reading assisted by mind mapping can improve junior high school students' English reading ability and English reading level? Secondly,whether the application of mind mapping can improve students' interest in English reading to a certain extent? Thirdly,whether the use of mind mapping in English reading teaching can make students' reading habits change positively? It is hoped that this study can provide some reference for the existing English reading teaching methods in junior middle schools and further enrich the teaching methods of English reading.Mind mapping is a new method of note taking put forward by British psychologist and educator Tony Buzan in the 1970 s.Later on,it gradually became a thinking tool and learning method to organize and represent knowledge.Basic theories and research such as knowledge visualization theory,constructivism theory,meaningful learning theory and schema theory all provide support and basis for the application of mind mapping in junior high school English teaching.Mind mapping,in the form of visualization,stimulates students' interest in English learning.Introducing mind mapping into classroom teaching can effectively organize English reading and writing knowledge,help teachers guide students to establish an organic relationship between English knowledge and grasp the overall structure of knowledge.The author describes the four-month study,choosing two classes of equal proficiency which are taught by the author,one is the experimental class and the other is the control class.By analyzing the outcomes of interviews,questionnaires,and English reading comprehension tests,the author finds that the experimental class using mind mapping to learn English reading performs much better than the control class using traditional teaching methods.Through the research,the following conclusions can be drawn: Firstly,the use of mind mapping in junior high school English reading teaching can help students deepen their understanding of reading this article and effectively improve their English reading effect.Secondly,applying the method of mind mapping in junior high school English reading teaching can mobilize students' active and autonomous learning and improve students' comprehensive generalization ability.Thirdly,mindmapping teaching can improve students' interest in English reading to a certain extent,and has a positive impact on students' reading cognitive strategies.Therefore,it is feasible and effective to adopt mind mapping learning method in junior high school English reading class.The merits of mind mapping in English reading teaching can be used for reference in other aspects of English teaching and other disciplines,and it has broad application prospects.