The Research On Application Of Mind Map In Teaching Of English Reading In Senior High School

Mind map came up by Tony Buzan,a British scholar in the 1960 s.Mind map can present abstract knowledge in more simple images,colors,symbols,etc.,so as to assist students in memorizing abstract and complex knowledge.The new English Curriculum Standards for Senior High Schools(2017)proposes the specific requirements for developing students' key competence in English such as language ability,cultural awareness,learning ability combined with thinking quality.The teaching of English reading is an important part of teaching,so researches on teaching of English reading are especially essential.Therefore,this research applies mind map in teaching of English reading in senior high school,exploring the influence of mind map on students' English reading attitudes and abilities,and providing effective methods and enlightenment for future teaching of English reading.In this research,a questionnaire survey method,an experimental method,and an interview method were used to conduct a semester of reading teaching experimental research on 86 students in Class 9 and Class 11 of Senior 2 in No.2 senior high school in Kashi.The research mainly focuses on the following two questions.First,can the application of mind map in teaching of English reading in senior high school increase students' reading attitude? Second,can the application of mind map in teaching of English reading in senior high school exert a positive influence on improving students' reading abilities? Before the experiment,the author conducted a pre-test of questionnaire and a pre-test of reading comprehension in the two classes.After the experiment,a post-test of reading comprehension was conducted in the two classes,and a post-test of questionnaire and an interview were carried out in the experimental class(Class 9).Finally,the author compared and analyzed the reading results of the two classes through SPSS 21.0.The results of the research shows that there are significant differences between the English reading scores of the experimental class students and the English reading scores of the control class.The average scores of the experimental class is 3.2251 points higher than that of the control class.The average score of reading attitude in the experimental class was higher than that of students in the control class(4.8679).It has been verified by experiments that mind map can perform a positive role in students' English reading.