A Study On Application Of Mind Map In English Reading Teaching In Senior High School

The 2017 "National English Curriculum Standards for General High School"indicates that English teaching should develop students' core literacy which includes language ability,cultural awareness,thinking quality and learning ability.English reading is the important part of English subject.Therefore,English reading teaching should not only teach students language and culture knowledge,but also develop students' thinking ability and creativity.However,there are still some problems and deficiencies in the current senior high school English reading teaching.In the traditional English reading teaching,teachers still mainly prepared "teaching material" in the preparation of lessons and their teaching mode were usually teacher-centered.They paid more attention to the input of language and culture knowledge,relatively neglected the cultivation of students' thinking ability and creative ability.There is a general lack of effective mechanisms for teacher-student exchanges and interactions in teaching.As an emerging visual tool,mind map has been widely used in the field of education.Mind map is also an effective teaching method in senior high school English reading teaching.A large number of domestic and foreign research shows that mind map as a visual thinking tool can greatly enhance students'creativity,memory and association,and can give full play to students' left and right brain functions.Its divergent and comprehensive design can guide students to effectively use appropriate reading strategies to have a more comprehensive grasp and analysis of the text,and a more comprehensive understanding of the article,which can significantly improve students' reading comprehension ability.At the same time,mind map is conducive to improving the reading teaching level of teachers,injecting new vitality into the teacher reading teaching class,strengthening the interaction and communication between teachers and students,thus promoting the effective mechanism of teacher-student exchange and interaction.This thesis contains five parts.The first part is an introduction,including the research background,research significance,related literature about the application of mind map in senior high school English reading teaching,theoretical framework,the definitions of mind map and English reading,and research questions.In the second part,research design is introduced,including the participants,instruments and data collection procedure of the research.In the third part,data and results are analyzed,including the analyses of the data of questionnaires and interview.In the fourth part,suggestions including the application procedures of mind map in English reading class(Pre-reading,While-reading,Post-reading)and suggestions for designing mind map for different English reading genres(Narrative,Argumentation,Exposition).The reading lesson plan is used as a demonstration to elaborate how mind map is applied to English reading teaching.The fifth part is the conclusion,including the conclusions of the study,the limitations of the paper and the future research direction.In this study,the research participants consist of 102 students and 10 English teachers in X senior high school from Haidian District in Beijing.The research methods include literature research,questionnaires,interviews,classroom observation and comparison method.The collected data are discussed and analyzed in the study.The results are listed as follows.First,the frequency of the application of mind map is low in X senior high school English reading teaching,and some teachers lack deep understanding of mind map.Second,the application of mind map not only improves students' reading interest,but also promotes students'reading ability,thinking ability and creative ability.At the same time,it also improves teachers,teaching quality.Third,teachers should increase the application of mind map in senior high school English reading teaching,and use different mind maps according to different reading genres(Narrative,Argumentation,Exposition)in different procedures(Pre-reading,While-reading,Post-reading).