A Study On The Effectiveness Of Applying The Mind Map To High School English Reading Teaching

As an important part of the English subject,reading serves as both a vital link for students’ knowledge input as well as a firm foundation for their information output.Its significance is undeniable.However,in actual teaching activities,English reading has always been a bottleneck that teachers and students have struggled to break through in the teaching and learning process.The reading status of excessively focusing on knowledge acquisition in the classroom weakens students’ subjective initiative in reading instruction,limits students’ thinking,and ignores students’ interest in reading learning.Following a detailed analysis of the Mind Map,it is found that it reproduces the brain’s implicit thinking process in the form of graphics.The Mind Map can assist students in the construction and integration of knowledge.The creation process of the Mind Map can exercise students’ divergent thinking,motivate students’ classroom participation,and help students construct a knowledge framework.In view of this,combining the advantages of the Mind Map and applying the Mind Map to different genres of high school reading texts aims to explore the practical utility of the Mind Map in high school English reading teaching.This study is grounded in the principles of Brain Science,Knowledge Visualization,and Constructivism and is built on the research foundations of predecessors.A total of 86 students from two classes of grade one at a middle school,are chosen as research subjects.An attempt is made in this study to explore the following research questions: 1.What is the effectiveness of applying the Mind Map to English reading teaching in arousing students’ reading interest and motivating students’ classroom participation? 2.What is the effectiveness of applying the Mind Map to English reading teaching in improving students’ reading comprehension ability? What reading ability of the students can be improved?This research adopts questionnaires,tests,interviews and classroom observation to collect data,and quantitative and qualitative analysis are conducted on the data collected from the experiment,so as to draw the experimental conclusions.The research results demonstrate that the application of the Mind Map in high school English reading teaching can stimulate students’ interest in English reading,increase learners’ classroom participation,and improve students’ comprehensive reading ability,which is specifically reflected in two aspects of students’ understanding of the topic and details of the article.Therefore,it is effective and feasible to apply the Mind Map to high school English reading teaching.For students,applying the Mind Map to reading teaching can improve their learning methods and enhance their understanding of texts.For teachers,it can optimize the effect of reading teaching.All in all,the Mind Map is effective in improving English reading teaching effects.