Mind Maps In English Reading Teaching In Junior High School

Reading is an important way to obtain information,and the teaching of reading also figures prominently in foreign language teaching.The New English Curriculum Standards(2022)specifically requires junior high school students to understand and be familiar with various discourse types,and able to extract and summarize key information from simple texts.But currently,teachers adopt a single teaching method and overemphasize lexical and syntactic knowledge in texts when teaching reading,which impairs the cultivation of students’ text interpretation and thinking ability.Mind map is an efficient learning tool that visualizes tacit knowledge by combining text,pictures and other visual objects.It is widely used in education since it helps learners’ divergent thinking.However,the existing literature on the application of mind map to English reading teaching lacks conclusive results that can reflect its application,and the teaching research on how to practice mind map is not sufficient.In view of this,this study attempts to apply mind map to English reading teaching in junior high school,focusing on addressing three questions:1.How to implement mind map reading teaching in junior high school English class?2.What effect does mind mapping have on junior high school students’ reading interest?3.What effect does mind mapping have on junior high school students’ reading ability?This study first introduces the concept of mind map,and combs through the achievements of mind map research at home and abroad.Secondly,it analyzes the specific methods of constructing mind map in reading class from the perspective of genre,central topic and text organization.Finally,the author selected two classes of students in a junior high school as the research object,to carry out the teaching experiment by the combination of questionnaire,interviews and reading tests.Before the experiment,the current state of English reading teaching for junior high school was surveyed by questionnaire.In the experiment,a one-year teaching experiment was carried out by conducting mind map reading teaching in the experimental class,whereas traditional reading teaching in the control class.After the experiment,the effect of mind map reading teaching was tested through the comparative analysis of pre-test and post-test,and the shifts of students’ attitudes towards mind map reading methods were researched through questionnaires and interviews.The empirical results prove that the mind map reading teaching based on genre,central topic and discourse structure is effective.It not only increases students’ reading interest,but also effectively improves students’ reading comprehension ability.The study has certain reference and guiding significance for junior high school English reading teaching.