A Study On The Application Of Mind Map To English Reading Teaching In Junior High School ——A Case Study Of Affiliated Middle School Of Qinghai Normal University

English reading is one of the important ways for Chinese students to input English language.Compulsory education emphasizes the importance of English reading ability,but there are still some deficiencies in the current English reading teaching.For example,some teachers focus on explaining vocabulary and grammar knowledge,and ignore students’ interest and initiative in learning,so that students cannot fully understand and memorize reading content.To a certain extent,this also leads to their unsatisfactory retelling ability and reading academic scores.If students want to retell the text well,they need to fully understand the content,so the ability to retell in turn reflects the ability to read.In order to provide a solution to the current dilemma of English reading teaching,this study attempts to apply mind map to English reading teaching in junior high school.This method aims to optimize the reading teaching mode,so as to cultivate students’ reading initiative and interest,and achieve the purpose of improving students’ retelling ability and reading academic scores.In the 1960s,the famous British psychologist Tony Buzan invented the mind map,which is a representation tool for knowledge visualization.The mind map is the use of colors,shapes,and key information to attract people’s attention,foster their divergent thinking and enhance their memory ability.Based on the shortcomings of current English reading classes,the author tries to apply the mind map to reading teaching to explore the effect of it on students’ capacity of retelling and reading academic scores.This study takes Affiliated Middle School of Qinghai Normal University as an example and uses quantitative and qualitative methods to study the application of mind maps to English reading teaching in junior high school.There are three research questions: 1.What is the current situation of English reading teaching in Affiliated Middle School of Qinghai Normal University? 2.What is the effect of English reading teaching based on the mind map to students’ capacity of retelling a passage? 3.What is the effect of English reading teaching based on the mind map on students’ reading academic scores? The research subjects are two classes in Grade 8,one of which is control class（CC）and the other is experimental class（EC）.The two classes have 40 students each.The experiment lasts for 4 months.The experimental methods include questionnaires,interviews,and tests.For the first question,by collecting and analyzing the interview records of teachers in the early stage,the author concludes that the current situation of English reading teaching in junior high schools is that students’ reading motivation is not strong and reading strategies are single,which leads to unsatisfactory retelling ability,and students are not satisfied with the current reading teaching methods.For the second question,the author collects and analyzes the data of the questionnaire and retelling tests of students before and after the experiment through SPSS.26,and concludes that the application of mind map in English reading teaching in junior high school could improve students’ retelling ability.For the third question,the author uses SPSS.26 to collect and analyze the reading scores of the two classes before and after the experiment.The data shows that the application of mind map in junior English reading teaching could improve their reading academic scores.Through the study of these research questions,the result shows that the application of the mind map to English reading teaching in junior high school can promote students’ capacity of retelling and effectively improve students’ reading academic scores,and the effect is very significant.