A Study On The Effect Of Mind-map-based Reading Teaching On Middle School Students’ Reading Literacy

In recent years,as reading teaching has become increasingly important,the new curriculum reform has put forward higher requirements for students’ English reading ability.However,there are still many drawbacks in English reading teaching in middle schools.Therefore,it becomes vital to change the existing reading teaching mode and find an efficient one that can cultivate students’ comprehensive reading literacy in English.This study proposes to improve students’ reading literacy by using mind maps in middle school English reading teaching.Based on Wang Qiang and Chen Zehang’s(2016)framework of English reading literacy,this study focuses on middle school students’ language knowledge,reading comprehension ability and reading experience which includes reading attitude,reading interest,and self-evaluation.This study mainly falls into an empirical research,which uses questionnaire survey and teaching experiment to verify that mind-map-based reading teaching has a positive impetus to cultivate middle school students’ reading literacy.In addition,through teaching practice,some specific methods have been obtained to implement mind-map-based reading teaching in middle schools.The participants in this study are 90 students in Grade Eight from two parallel classes in a middle school.They were distributed into an experimental group and a control group by convenience sampling.Before the experiment,the researcher carried out a reading experience questionnaire and a pre-test(including an English cloze test and a reading comprehension test)for a basic understanding of the participants’ reading comprehension ability,language knowledge and reading experience.Then,a four-month teaching experiment of mind-map-based reading teaching followed.During the experiment,the experimental group received mind-map-based reading teaching,while the control group followed regular reading teaching.The researcher then carried out a reading experience post-questionnaire and a post-test(including an English cloze test and a reading comprehension test)to check the participants’ reading comprehension ability,language knowledge and reading experience.By analyzing the collected data through SPSS in a quantitative way,we can see that the average scores of the experimental group in reading comprehension before and after the experiment are respectively 15.09 and 17.16;while for the control group,the scores are 15.34 and 16.02.As observed,the participants have a significant improvement in reading level and scoring rate.In terms of reading experience,the participants’ interest in English reading is stimulated.They have a more active attitude,and are able to effectively evaluate and give feedback on their reading effect.Concerning language knowledge,there is no significant difference due to the influences of experiment time,test paper types and the participants’ original levels.In conclusion,mind-map-based reading teaching has significant effect on middle school students’ English reading literacy.