A Study On The Application Of Mind Map To English Reading Teaching In Senior High School From The Perspective Of Core Literacy

The English Curriculum Standard for Senior High Schools(2017 edition,revised in 2020)further defines the significance and necessity of improving middle school students’ core literacy of English subject.According to requirements of the standards,four aspects including language ability,cultural character,thinking quality as well as learning ability should be cultivated to enhance students’ core literacy.As one of the four English language skills,English reading plays a leading role in English teaching.However,due to the limitation of traditional classroom teaching mode existed for a long time,some teachers are inclined to spend most of their time and energy in explaining words and grammar to students in reading class.It is common to see that reading class is taught in a way of mere translation while ignoring the cultivation of students’ core literacy and reading interest to a certain extent.Therefore,it is urgent for English teachers try their best to adopt various teaching modes in reading class to stimulate students’ reading interest and improve their core literacy.Mind map,as a novel teaching mode,can display the written teaching contents in a more visual way,and make the abstract and difficult knowledge in reading more understandable to most of the students.As a result,it can not only arouse students’ interest in English reading,more importantly,students’ core literacy of English subject will be improved to some degree.Based on above considerations,this study explores the mind map teaching mode in English reading class from the perspective of English subject core literacy and aims to answer the following three questions:(1)After mind map is applied to English reading teaching in senior high school,what impacts does it have on students’ English reading achievement scores?(2)After mind map is applied to senior high school English reading teaching,what impact does it have on students’ cultural character,thinking quality and learning ability put forward in the core literacy of English subject?(3)After mind map is applied to English reading teaching in senior high school,what impacts does it have on students’ interest in English reading?To find out the answers to these questions,the author selects :86 students from two classes of Grade Two in a senior high school in the City of Linfen as the research subjects.During the four months of teaching experiment,the author uses tests,questionnaires and interviews to collect data.At the same time,SPSS22.0 data software is used to process and analyze the experimental data.Through the research,conclusions are drawn as follows: Firstly,applying mind map to English reading teaching in senior high school can effectively improve students’ English overall reading scores,that is,it can effectively improve students’ language ability put forward in the core literacy of English subject.Secondly,the mind map teaching mode is applied to the teaching of English reading in senior high school.The improvement of students’ cultural character in the core literacy of English subject is not obvious.The reason may be due to the experimental time is short.Thirdly,the application of mind map teaching mode in senior high school English reading teaching can effectively improve students’ thinking quality and learning ability put forward in the core literacy of English subject.Finally,by using mind map in senior high school English reading teaching,students’ interest in English reading is stimulated a lot.Therefore,the application of mind map to English reading teaching in senior high school from the perspective of core literacy is an effective teaching mode.Generally speaking,the author hopes that this study can provide some implications for English reading teaching in senior high school and make reading teaching more effective.