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

After the new curriculum reform,the 2017 junior high school English new curriculum proposed that junior high school English teachers should use appropriate teaching methods to stimulate the enthusiasm of students’ learning and build their confidence in learning English to study English better.However,the study of English reading is very important in the process of English learning.At present,many teachers still use traditional teaching methods in English reading.The teachers start with words to translate articles and explain knowledge points,which lead to students only understand the surface meaning of the article without establishing the overall structure of the article and in-depth understanding of the article.The purpose of this thesis is to apply the mind mapping,which is the thinking method of visualization of image composition to English reading teaching so as to stimulate students’ interest in reading to help students to establish a reading thinking framework and understand the reading content in depth and effectively improve students’ English reading ability.In this study,100 students of two parallel classes in the ninth grade of Meihekou Experimental Junior High School in Jilin Province were selected as the research subjects.The study lasted four months.Tests and questionnaires and interviews were adopted to collect detailed information and data.SPSS 20.0 statistical software was used to analyze the data.This study mainly explores two aspects:1.What is the effect of mind mapping on improving students’ English reading ability in junior high school?2.What is the students’ change of attitudes towards English reading after mind mapping is applied in junior high school?The experimental results show that the application of mind mapping in junior high school English reading class can effectively improve students’ performance and reading ability.The results of the control class are not as good as those of the experimental class so it enhances students’ reading ability.In practice teaching,it is fully proved that mind mapping can arouse students’ interest in actively participating in reading activities.Meanwhile,some pedagogical implications have been proposed in the end of the thesis.