Studies On The Application Of Mind Map In English Reading Instruction In Junior High School

Currently,unsatisfactory teaching effectiveness in junior high school English reading instruction mainly results from insufficient interaction between teacher and students as well as excessively abstract instruction..Mind map can use the core vocabulary and images to present the main idea of the article,build the framework,which presents the text infomation in colorful 1 forms,and further stimulate the students' active thinking.Therefore,under the guidance of the Schema Theory,this study apply the mind map to the English reading teaching in junior middle school,trying to find out whether the mind map can arouse students' interest in learning English so as to improve their reading comprehension,achieve effective classroom teaching in junior middle school English reading.In this study,a total of 80 students from two parallel classes in a junior high school were selected as subjects.The experiment lasted 5 months.Two questionnaires were used twice in the experiment to investigate the changes in studentsf reading interest and the feedback information of their attitude to reading instruction.For the pre-test,middle-test and post-test data collected by the experiment,the author used SPSS 16.0 statistical software to conduct independent T-test.Based on the analysis results,the study reached the major findings as follows:1)Analyses of the questionnaire data before the experiment shows that the interest in reading of the two classes is not ideal,but the results of the questionnaire and the interviews of the students in the later part of the experiment shows that significant changes have taken place in the experimental class.The students become more active in participating in the reading teaching activities.This indicates that mind map can really arouse students' interest and enthusiasm in English reading.2)The pre-experimental data shows that the reading levels of the two classes are equal and the two equivalent classes are suitable as an experimental sample.The collected data in the experiment shows that there is no significant difference in the abilities of reading comprehension between the two classes,but the post-experimental data analysis shows the abilities of reading comprehension of the two classes are significantly different.These significant differences indicate that mind map can help students to improve the performance of reading comprehension,improve their reading ability,and ultimately achieve effective reading instruction.In the future study of English reading teaching in junior middle schools,the author hopes to further deepen the understanding of the mind map teaching method,and promote the application of mind map to other sections of English teaching.While enriching the theoretical knowledge,the author hopes further discussions with other first-line teachers about the application of mind map in English teaching,in order to get more abundant and informative data,make the use of mind mapping more suitable for junior middle school English reading teaching practice,to promote the continuous improvement of English reading teaching mode.