| With the rapid development of the information age and the update of education concepts,the new requirement of promoting the development of students’ core competences was proposed in the English Curriculum Standards for Senior High Schools(2017 Edition).It is pointed out that students’ thinking ability should be fostered while their language ability,cultural awareness and learning ability are being cultivated.The cultivation of thinking ability contributes to improving students’ ability to analyze and solve problems and helps them to make the correct value judgments as well.In the traditional English teaching of reading comprehension,however,the focus is centered on the training of students’ language skills and the cultivation of their thinking quality,especially their divergent thinking fluency,is ignored.The divergent thinking fluency reflects the agility and the smoothness of students’ thinking,which can make them generate and express as many thinking concepts as possible in a short time and then help them quickly adapt to and digest the new ideas and concepts.So the cultivation of students’ divergent thinking fluency is very crucial in English teaching.The author,therefore,tries to apply mind map to English reading teaching in senior high school in order to explore the influence of its application on improving the fluency of students’ divergent thinking,finding out an effective way to cultivate students’ divergent thinking.In this twenty-week teaching experiment,the students from Class 3 and Class 4 of Grade 2 in a senior high school in Changshou District,Chongqing City are chosen as the subjects,with Class 3 being the experimental class and Class 4 being the control class.In the experimental class,the author tries to apply mind map in English reading teaching,focusing on the cultivation of the students’ divergent thinking fluency.However,in the control class,the author still uses the traditional way of English reading teaching.The data are collected through questionnaires,tests and interviews and then analyzed by using SPSS21.0.This empirical study mainly tries to verify the following two questions: Firstly,how does the application of mind map in senior high school English reading teaching affect the students’ divergent thinking fluency? And is the impact significant? Then,does the application of mind map in English reading teaching in senior high school have different effects on the various dimensions of students’ divergent thinking fluency? If so,which dimension has been affected most or least?The results of the study show that: Firstly,the application of mind map in English reading teaching has a positive effect on students’ divergent thinking fluency and the effect is significant.The most obvious change lies in the fact that students can think about the reading materials from multiple dimensions in a short time.Secondly,The application of mind map in English reading teaching in senior high school has different effects on the various dimensions of students’ divergent thinking fluency.Meanwhile,although students’ divergent thinking fluency has been improved to varying degrees in different dimensions,the improvement in the dimension of the word fluency is the most significant.After reading the text quickly,most of the students can understand the key words and the other related words from more dimensions.However,the improvement in the dimension of conceptual fluency is the least significant due to the fact that some students have limited accumulation of polysemous words and cannot understand the different meanings of polysemous words in the text and then list some words with the same word-formation quickly.Finally,based on the major findings of this study,the author summarizes and analyzes the enlightenment and the limitations of this study,putting forward some suggestions for the future related research. |
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