| Text recitation is an effective means for English learners in non-English countries.Because through the discourse recitation,the students can master the words,phrases and the context,which is conducive to improving the students’ oral English and written expression ability.The school that I teach is Xinying Middle school of Rizhao,Shandong Province.Before this study,in order to allow the students to master the above English skills,English recitation was a necessary requirement for the students in the class.However,due to the lack of effective teaching methods for English recitation,although the author has spent a lot of time teaching students to learn the word and sentence type structure,the recitation effect is not satisfactory.The recitation of language text helps to the cultivation of language sense,and the boring recitation causes the students tired of English learning psychology.Reciting the text is very necessary for students with a weak English foundation and little knowledge reserve.But it has always been a headache for many teachers and students.And in most cases,English teachers in the English reading,will put most of the time and energy on explaining raw words,phrases and grammar,leading to students ignore the reading content itself,also cannot grasp the author from the article and article theme,it is difficult to reach a higher level of reading.So,the psychological development of students is in the stage of image thinking,and the effect of reading mapping is very obvious.The mind map turns the text into a graph,and the key words in the text are drawn out,expressed by icons,photos and pictures,artistically layout on the plane,and then connected with a curve to form a picture,so as to intuitively express the whole picture of the text.It is it by extracting key words,is a memory process of thinking,rather than rote.Mind mapping makes the structure of the article clear at a glance,so that students grasp the article from the whole.The main problems of this study mainly focused on the following two questions:1.How can mind maps help students change their attitude towards English discourse recitation?2.How to effectively improve students’ text recitation efficiency and memory duration by using mind map?The author took 40 students from a class in the second year of the second school,and carried out action research in a series of steps such as "formulation and implementation plan — information feedback — reflection and improvement".The study took one semester.In the process of action research,the author used the questionnaire survey method,interview method,classroom observation method and other research methods to timely adjust and improve the use of thinking mapping,and strive to explore the best method suitable for students to recite in English in this class.The action research is divided into three rounds: the first round is the attempt and exploration stage of the mind map to promote the recitation effect of students,which mainly focuses on the cognition of the mind map,from reading words,sentence type The mind map of the text content is input to the recitation output;the second round is the adjustment and improvement stage,which mainly focuses on how to play the main role and how to cultivate the thinking ability of students in the English reading and recitation teaching based on the mind map? The third round of action research is in the improvement and application stage,mainly aimed at the application of mind mapping in students’ independent recitation and learning.The main conclusions of this study are:1.Through action research,the teaching strategies and modes of mind mapping in junior high school English reading and recitation teaching are discussed.2.Put forward the "thinking map" recitation learning method,that is,through group cooperative discussion,use the thinking map to organize materials,complete reading and reciting the thinking map,this method is conducive to cultivating students’ subject consciousness and thinking ability.3.Through investigation,interview,case study and other methods,it is demonstrated that the application of mind mapping in junior high school English reading and recitation teaching can significantly improve students ’recitation level,especially in terms of reading ability,and improves students’ interest in reading and recitation.4.Through this action study,the author found that the mind map can indeed effectively improve the students’ oral English and written expression ability when helping the students to actively recite the English discourse.In addition,it can also change the students’ original negative attitude towards the English story recitation.At the same time,it can also enhance students’ confidence in English recitation,and also plays a positive role in stimulating students’ enthusiasm for English discourse recitation.In order to encourage each student to play a better effect in English discourse recitation,how students with different study styles should use mind maps to recite articles effectively in the course of this study Suggestions,in order to better promote the English learning for each student.The meaning of this study are:1.Apply the mind map to the junior high school English reading teaching.It has injected new blood into the junior middle school English reading teaching,and made the students become interested in reading and recitation classes.2.The teaching mode based on thinking map recitation learning is proposed,and students recite and discuss in group cooperation,develop students’ independent learning ability and promote the development of thinking mode and thinking ability.3.Develop students’ language ability and thinking quality,guided by the core quality of English subject.Make full use of teaching material resources,and actively develop reading and recitation materials,so that students can improve their reading ability and recitation efficiency in the process of practice. |
PDF Full Text Request