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

Reading plays an important role in students' obtaining information among the four skills of listening,speaking,reading and writing.According to the college entrance examination,English reading takes the largest proportion of marks in the total English test,so the improvement of English reading scores is particularly important for senior high school students.However,in the traditional process of English reading teaching,teachers usually pay a lot of attention to the teaching of vocabulary and grammar and attach little importance to the general idea and framework of the article.Students have less opportunity to learn on their own under the teacher-centered method.If students passively receive knowledge,they will easily lose interest in English reading and make slow progress in improving their reading scores.In view of this prevailing situation,in recent years some scholars have proposed combining the English reading teaching method with mind mapping.Essentially mind mapping is a tool to visualize abstract knowledge.Utilizing color,lines,pictures and key words,it unfolds complex knowledge layer by layer,and finally forms a clear knowledge framework,which can not only improve students' interest,but also facilitate students' thinking ability.This research tries to apply mind mapping into the English reading teaching in senior high school,and to find the most suitable methods for students to improve their English reading scores and detailed question scores.Therefore,this research attempts to answer the following two questions:(1)What effect does the application of mind mapping to English reading teaching have on senior high school students' English reading scores?(2)What effect does the application of mind mapping to English reading teaching exert on senior high school students' accuracy in answering detailed questions?In this research,tests,questionnaires and interviews were used.The author chose 100 students in Class Two and Class Three of Grade Two in Luoyang No.8 Middle School to conduct an experiment.For the purposes of this study,Class Two is the experimental class which adopts mind mapping teaching methods,and Class Three is the control class,which uses traditional English reading teaching methods.Before the experiment,the author uses the same test paper to test these two classes.The results of the initial test show that the scores attained by these two classes are basically the same.After the experiment,the two classes are tested again by test papers of equivalent difficulty.The data analysis of SPSS 20.0 shows that students' average English reading scores in the experimental class have a great improvement(P<0.05).While students' scores in the control class is also improved(P>0.05),the improvement is not significant.In addition,the questionnaire survey of the two classes and the interview with students in the experimental class show that English reading teaching method,when combined with mind mapping has played a positive role in improving students' interest,and it can also improve students' English reading scores and detailed question scores.This research believes that English reading teaching method combined with mind mapping can improve students' reading interest and reading ability,and improve students' logical thinking ability and ability to generalize.And English reading teaching method combined with mind mapping can promote students' ability to summarize the content of the article,deepen students' understanding of the details within an article,so as to improve students' English reading scores and detailed question scores.