The Application Of Mind Map In The Teaching Of English Reading In Junior High School

Reading is one of the important language skills and the main way for people to acquire knowledge.With the further development of English education in our country,reading teaching occupies the most important part.In recent years,with the concept of the core literacy of English disciplines,more and more educators have paid attention to the thinking quality.Critical thinking ability is an important part of thinking quality,and it has attracted the attention of more and more researchers.The junior high school stage is an important stage for the development of students’ thinking ability,and it is also an important period for the cultivation of thinking ability.English reading,as the most important part of English teaching,also plays a crucial role in cultivating thinking ability.For a long time,the English teaching in our country lacks the training of thinking ability,especially the critical thinking ability.In the long run,it leads to the poor teaching effect of the teachers and the poor reading ability of the students.Reading lessons become fixed-mode acting lessons.Mind mapping as a thinking tool has been used by many researchers in English reading teaching,but whether it can effectively improve the teaching effect of teachers and students’ reading ability through the effective use of mind mapping in reading teaching remains to be studied.This thesis aims to find the answers to the most important questions:(1)Does the mind map applied to reading help to improve the effect of English reading teaching in junior high school?(2)How to effectively apply mind map to English reading teaching?In this study,80 students in Grade 8 Class 3&4 from the Northwest foreign Middle School of Chengdu were selected as the research objects.In the experimental class(Class 4),mind map was used to solve the reading tasks.While in class 3(the control class),the author conducted a three-month experiment using the traditional reading teaching model.The test results show that: First,mind-map can indeed improve the English reading ability of junior high school students,especially their critical thinking ability.This is mainly reflected in the fact that before the experiment,the development of critical thinking ability of junior high school students was generally poor.After a periodof training,compared with the control group,the experimental group has significantly improved its reading comprehension,especially in understanding the basic logical structure of the text,understanding the main idea,understanding the author’s views and intentions,and simple judgment and reasoning.Second,the mind map operation mode in the reading class between the experimental and control classes proposed by the author is useful.