A Research On The Application Of Mind Map To English Reading Teaching In Junior High School

According to the high requirements of the new English curriculum standard and entrance examination for secondary school,English teachers in junior high school are aware of the importance of English reading teaching.But because of the boring model of English reading teaching in junior high school,students aren’t interested in English reading and know little about English reading strategies.Therefore students’ reading scores and reading abilities are worse.Mind map,as a new way of English reading,presents knowledge by using graphics,lines,colors and keywords.It’s helpful to improve the situation of English reading in junior high school.This study intends to combine mind map with current English reading teaching in junior high school to verify its effects on students’ English interest and ability.First of all,this paper summarizes some research results at home and abroad,then analyzes the current situation of English reading and the relationship between mind map and English reading in junior high school.These illustrate the necessity of mind map.Secondly,based on constructivism,knowledge visualization and schema theory,the study chooses 102 students from Class 9 and Class 10 in Grade 8 of a junior high school in Liaocheng as research objects and the experiment lasts for 18 weeks.Finally,before the experiment,the author tests students’ reading scores,investigates students’ interest in English reading,carries out the training of the mind map and makes the teaching plan.During the experiment,the teaching method of mind map is adopted in the experimental class,whereas the traditional method in the control class.And the author establishes the specific teaching procedures of pre-reading,while-reading,post-reading and extra-reading by using mind map.After the experiment,the author collects students’ reading scores and illustrates the positive influence of mind map on students’ English reading by SPSS23.0software;the author analyzes the data of the questionnaire platform to support the active effect of mind map on students’ interest in English reading;the author uses questionnaire platform and interview method to further verify the effect of mind map on students’ reading ability.The study results show that using mind map in English reading teaching can stimulate students’ English reading interest,their reading scores and reading ability.Furthermore,it can improve the current teaching model of English teachers.