The Application Of Mind Mapping In English Reading Teaching In Senior High School

In the world,English is used by many countries as an official language,and is also most widely used as a foreign language.The understanding and absorption of language information is mainly operated through reading.The English syllabus clearly requires that English education in high school needs to focus on improving students’ reading ability.However,the current situation of high school students’ reading teaching is still not optimistic.In the high school,English text learning is mainly led by teachers,with students predicting article information through headlines,reading questions in warming up,obtaining information through translation of each paragraph and learning key words and grammar.Then the teacher checks students’ word mastery.Students pay attention to vocabulary,but usually ignore the text’s overall meaning.Then it is necessary to explore what kind of learning methods students can use to understand English reading texts better.Since Tony Buzan proposed mind mapping as a thinking tool,it has been widely used in many fields,and has brought a huge social response.Many scholars have also applied mind mapping to teaching practices,and have made great achievements.However,its exploration in the teaching of English reading for specific group students is still inadequate.Therefore,the author conducts the empirical study.This thesis aims to demonstrate why,in what aspects and how mind mapping contributes to specific student groups’ reading learning in high school.The research questions in this thesis are as follows:1.Whether are reading lessons based on mind mapping better for students’ reading interest?2.In what aspects can mind mapping have positive effect on students’ reading?3.How can students make better use of mind mapping for English reading?In this study,sixty students in Taikang County in Senior One who got comprehensive grades between eighty and ninety in the mid-term and final exams of the second semester are selected as the research subject.Two questionnaires,tests and interviews are implemented.The author makes sure that the experimental conditions are not of difference.In the two months’ experiment,mind mapping is used in the experimental class,while the control class continues to adopt previous daily teaching methods.The data are collected,sorted,and analyzed with SPSS20.0.The results show that mind mapping can be better to make students benefit in finding and distinguishing main and minor information as well as remembering learning knowledge.This dissertation also shows relevant problems and gives specific solutions to optimize its implementation and achieve better results.This thesis is made up of six chapters,introduction,literature review,theoretical framework,the research design,the analysis and discussion of experimental data and conclusion.