Research On The Application Of Mind Mapping In Improving High School Students’ English Reading

With the development of globalization and the English New Curriculum Reform,English reading has become increasingly important.Reading is not only the basic way for students to obtain knowledge and information,but also one of the important survival skills for students.It is not only the social practice of acquiring ideas,but also the means of inheritance of national excellent culture.However,although high school teachers spend a lot of time and energy on reading teaching,the results are not satisfactory.The reason is as follows.First,when preparing lessons,teachers still mainly focus on "preparing textbooks" and ignore students’ actual learning situation.And in the process of teaching English reading,the teacher still focuses on the explanation of the text content and grammar rules rather than the understanding of the text itself,ignoring the emotional education of students.Secondly,the reading teaching method is single,and most teachers still use the traditional way of teaching reading.There is no effective way for communication and interaction between teachers and students.Under the guidance of traditional reading teaching method,although students’ vocabulary has been enriched and they can also make grammatical sentences,they lack interest in English reading and their English reading comprehension ability cannot be further improved.Finally,in the process of reading teaching,students’ subjectivity is not reflected.In class,teachers explain,students listen and take notes.So teachers become the "center" of the class.It does not reflect the "student-centered" teaching principle.Therefore,teachers urgently need a new student-centered reading teaching way and method to arouse students’ interest,strengthen class communication,and truly improve students’ reading quality.Mind mapping is a kind of visual and nonlinear thinking tool for promoting thought stimulation and thinking arrangement,which can use different nodes,branches,colors,icons,codes,etc.to vividly describe the text.It is a very useful tool to aid English reading teaching as well as an effective means to improve teaching effect.This study is carried out among 100 high school fresh students on the English reading teaching of mind mapping for a period of 5 months by means of experiment,questionnaire survey and interview,combined with the evaluation methods of objective measurement and subjective assessment.The research contents are as follows:(1)the relationship between mind mapping and English reading learning orientation of high school students;(2)steps of high school English reading teaching based on mind mapping;(3)the influence of mind mapping teaching on the improvement of high school students’ English scores.At the beginning of the experiment,the author divided the 100 students into experimental class and control class.In the experimental class the mind-mapping teaching method of English reading was adopted,while the traditional teaching method of English reading was adopted in the control class.The teacher pre-tested the students in the two classes.The pre-tested data showed that the English reading level of the two classes was basically the same.Therefore,further research can be carried out.In the middle and later stages of the experiment,the author collected and sorted out the mid-term and final reading scores of the experimental class and the comparison class,and compared and analyzed them with the help of SPSS.The results show that teachers’ use of mind maps to assist reading teaching in English reading can be helpful in the following three ways.It can improve students’ positive learning orientation of English reading,enhance students’ divergent thinking and creative ability,help students to get better understanding of the text context structure,and finally improve students’ English reading scors and reading ability.