A Study On The Construction Of The English Reading Teaching Model In Junior High School From The Perspective Of Mind Map

Junior high school,as the initial stage of learning the second language,it is very important to cultivate students’ interest in English learning.Especially for English reading,it is not only the main part in English learning,but also an important way for students’ language input.In the past years,English reading comprehension questions have almost occupied half of the whole English senior high school entrance exam papers,so its importance is self-evident.However,in the traditional English reading classes,teachers are always discussing about the key vocabularies and grammar that appeared in the articles to the students.But they have ignored the students’ understanding and analysis of the article’s structure and the improvement of their reading level.What has also been ignored is the students’ understanding of the paragraph content and emotional value of the article itself.It is difficult for students to fully grasp the multi-dimensional knowledge system involved in the article.So their participation of the reading class is also declining,which results in the loss of the students’ reading interest and reading confidence.Therefore,teachers urgently need to explore a feasible teaching model and teaching method to improve the quality of English reading class in Junior high school.At the same time,as a visual educational tool and learning tool,mind maps can help students construct knowledge and think deeply.Its rational use can make the hidden thinking process of the brain clearer and clearer,so that the students can grasp the key points of the teacher’s discussion in the class efficiently and quickly.Study shows that using mind map in English reading class can help students clarify the text structure,understand the content of the article and achieve the knowledge goals in different segments of English reading.For that reason,based on the theoretical research results of the mind map,this study has applied it into the Junior high school English reading teaching.And by the way of practice,we are trying to construct a useful teaching model in Junior high school English reading class.In the course of practical research,the author combines each teaching stage with the complete article knowledge system goals to make a class design.In this model,students should construct the mind map separately for the overall thinking path of the article,the paragraph selection of the article and the organizational patterns of vocabularies and sentences in the stages of pre-reading,while-reading and post-reading.So we can maximize the use of mind map in reading class and construct a complete English reading teaching model in junior high school.By the way of teaching research,the author has also found that the process of reading is actually the process of the readers adjusting their minds and matching them with the writer’s minds.Therefore,the author divides the mind map English reading teaching model into three stages and constructs it step by step.First of all,in the pre-reading stage,the teachers can guide the students to predict each parts of the knowledge contents to simulate the article’s mind map.According to the knowledge dimensions involved in the article,the author divides the task activities of the pre-reading stage into the following steps: conceiving the main idea of the article according to the title,predicting the involved dimensions according to the main idea,predicting the number of the paragraphs according to the involved dimensions,predicting the sentence types by the main idea of the paragraphs,and finally choosing vocabularies that related to the main idea.In the while-reading stage,the teachers need to guide the students to compare their ideas about each part of the knowledge system in the pre-reading stage with the article writer’s actual mind.And then students should find out the differences and analyze the reasons about why their ideas were wrong.They should also clarify the advantages and disadvantages of their ideas.Finally,we could achieve the purpose of opening up the reader’s thinking space and matching with the author’s thinking mode.The main purpose of the post-reading stage is to guide the students to internalize and understand the knowledge system involved in the article and combine their own minds with the writer’s minds.So that they could understand the article innovatively and construct the final mind map.Therefore,the task designs in the post-reading stage are as follows: First,the teachers should check the students’ accomplishment of the mind map by designing class activities.And then the teachers can guide the students do the writing training to understand the article’s writing skills deeply.By the way of practicing,the students can achieve the ultimate goal of improving their reading ability.In order to verify the practical effect and the scientific nature of the author’s mind map reading teaching model,in the empirical study,the author has selected 60 students that from two classes of Grade 9 in one of the junior high schools in Nanjing to be the experimental subject.And before the experiment,these two classes were divided into experimental class and control class.The experimental class will use the author’s mind map reading teaching model to learn English reading for 18 weeks.However,the control class will continue using the traditional teaching method to learn English reading.During the experiment,the author has conducted a rigorous data analysis with the experimental data that collected from the pre-test,post-test and questionnaires.And finally,it is found that the students who use the mind map teaching model to learn are obviously more interested in reading than the students who use the traditional teaching method,they would usually have a deeper understanding about the article’s content.The average scores in the test stage are also significantly higher than that in the control class.Therefore,it is proved that the implementation of the author’s mind map English reading teaching model have a positive impact on students’ English reading ability,it can help students develop good English reading strategies and prompt the improvement of their English reading scores.It also confirms the effectiveness of the mind map English reading teaching model.Finally,the author puts forward some teaching suggestions on the application of mind map in English reading class and the expected future development directions.