An Experiment Research On The Application Of Mind Map To The English Reading Teaching In Senior High School

English reading is an important part of English teaching in senior high school.There is an emphasis on students’ reading strategies,reading ability,interest and confidence in The Senior High School English Curriculum Standards（2020 edition）.However,during the education internship in the first year of postgraduate study,the author found that some English teachers in high school still adopt traditional reading teaching method.They spend a lot of time on the explanation of language knowledge in texts,such as vocabulary and grammar,while neglecting the cultivation of students’ reading strategies and reading ability.As time goes by,most students lose interest and lack confidence in reading.Besides,it is hard for them to develop their reading ability.Based on these,it is very important to find a teaching method that can train students’ reading strategies,arouse their reading interest,build their reading confidence and develop their reading ability.During the process of reading literature,the author finds that many scholars combine mind map with English reading teaching.They find that mind map can clearly present the structure of an article and distinguish main ideas and details of the article.Therefore,based on the above research background,combined with Schema Theory and Left and Right Brain Division Theory,the author decides to apply mind map to English reading teaching in senior high school to explore the following two questions.Firstly,what effects does the application of mind map have on students’ reading interest,reading strategies and reading self-efficacy in English reading teaching in high school? Secondly,what effects does the application of mind map have on students’ reading ability in English reading teaching in high school?For the purpose of probing into the above two research questions,the author selects two classes in grade two in high school as the research subjects（the experimental class and the control class）for a 4-month experiment research.In detail,mind map is used for English reading teaching in the EC,and the traditional teaching method is used for English reading teaching in the CC.Before and after the experiment,reading tests,questionnaires and interview are used to collect data.Besides,SPSS26.0 software is adopted to analyze the data.Finally,the conclusion of the research is given.According to data processing results and qualitative description,there are two findings in this research.Firstly,the application of mind map in English reading teaching in high school can improve students’ reading interest,reading strategies and self-efficacy in English reading teaching in high school.Secondly,the application of mind map in English reading teaching in high school can improve students’ reading ability.After the experiment,some pedagogical implications are given by the author for the purpose of providing some reference and inspiration for English teachers in English reading teaching: use mind map flexibly;expand the application scope of mind map;supplement language points;teach students according to their different reading level.Therefore,the research can meet the requirements of The Senior High School English Curriculum Standards,change the present condition of English reading teaching in senior school,supply theoretical support and method guidance for teachers to carry out effective English reading teaching,and give some reference for the practice of the new English curriculum reform.As a result,this study has certain significance for students’ learning and teachers’ teaching.