An Experimental Study On Mind-mapping In Improving Senior High School Students’ Meta-cognitive Strategy In English Reading

In English teaching,reading as the main input is the main way for learners to obtain knowledge and information,and it accounts for a certain proportion in the exam.However,the current status of English reading teaching in senior high schools is unsatisfactory.Studies find that reading is generally considered the most difficult part.Most students express that it is difficult to grasp the context of the whole article well.Some students also indicate that it is difficult to control the speed of reading,so sometimes their scores are affected by the uneven distribution of time.Therefore,it is necessary to adopt a teaching method that can not only stimulate students’ learning interest,but also improve students’ meta-cognitive strategies in English reading teaching classes.Mind-mapping is proposed by the famous British educator Tony Bazin in the 1960 s.It is a thinking tool and learning method that uses graphics,branches,symbols and words to effectively express divergent thinking and visualize knowledge.This article will explore the following questions: 1.Can mind-mapping improve senior high school students’ meta-cognitive planning strategies in English reading? 2.Can mind-mapping improve senior high school students’ meta-cognitive selective attention strategies in English reading? 3.Can mind-mapping improve senior high school students’ meta-cognitive monitoring strategies in English reading? 4.Can mind-mapping improve senior high school students’ meta-cognitive evaluation strategies in English reading?This experiment is conducted in two parallel classes in Shijiazhuang Runde No.2 Middle and High School.There are 44 people in the control class and 45 people in the experimental class.In the control class,the traditional three-stage teaching method is used,while the experimental class uses the mind-mapping teaching method.This experiment begins in September and ends in December in 2019.The experimental tools are questionnaire,test,interview.Data are collected from pre-test,post-test and questionnaire,and the data are analyzed with SPSS19.0 software.In order to know students’ idea and situation of using the reading strategies in learning English reading,some students in the experimental class are interviewed after the experiment.Afteranalyzing the experimental data,The researcher draws the following conclusions:First,Senior high school students’ meta-cognitive planning strategies in English reading can be improved by mind-mapping;Second,mind-mapping is helpful to enhance senior high school students’ meta-cognitive selective attention strategies in English reading;Third,mind-mapping is conductive improving senior high school students’ meta-cognitive monitoring strategies in English reading.Fourth,mind-mapping can improve senior high school students’ meta-cognitive evaluation strategies in English reading.Therefore,it is feasible to apply the mind-mapping into English reading teaching in senior high school.In addition,due to the limitations of this experiment,there are also some limitations and deficiencies.And the further research and exploration will be done in the future.