Research On The Application Of Mind Mapping In English Reading Teaching In Rural Middle Schools Under The Background Of The "double Reduction" Polic

In July 2021,the General Office of the State Council clearly outlined the "double reduction" requirement,meaning that traditional education methods are undergoing significant reforms.Teachers must also maintain teaching quality while implementing the "double reduction" policy,which requires them to make the most of the limited time in the classroom and create efficient lessons.As a crucial aspect of English instruction,reading instruction offers a way to improve classroom efficiency,but the challenge lies in determining the best method for teaching it.Currently,students in rural areas have little interest in English reading.Many teachers employ traditional teaching methods in reading class,but the results are often disappointing.As a result,English teachers in rural areas must explore new approaches to teaching English reading.Mind Map is a visual representation of information that can help students understand and learn complex and lengthy reading texts.By displaying key words,graphical shapes,and colored lines,it presents the content and structure of the text in an organized manner.This study focuses on the current state of research regarding the relationship between mind mapping and teaching both domestically and internationally.It draws upon knowledge visualization,meaningful learning theory,constructivist learning theory,and schema theory.The aim of the research is to investigate the impact of using mind maps in reading instruction on rural students’ reading performance and interest.This study introduces mind maps into English reading classes in rural areas and investigates the following two questions:(1)What is the impact of using mind maps in English reading instruction on the reading performance of rural middle school students,and in which aspects is it reflected?(2)What is the impact of using mind maps in English reading instruction on the reading interest of rural middle school students,and in which aspects is it reflected?In this study,90 eighth-grade students from Renhe Middle School in Xiajiang,Ji’an,Jiangxi Province were selected as the study participants,and two classes were randomly chosen as the experimental and control groups.The changes in students’ English reading scores and interests before and after the experiment were assessed through a questionnaire survey and a test paper.Data analysis was performed using SPSS software.Through the analysis of the questionnaire survey and the test scores before and after the test paper,this study draws two conclusions: First,the use of mind maps to teach English reading has improved the reading interest of rural middle school students.Second,the use of mind maps to teach English reading improves the English reading scores of rural students.Due to the reasons mentioned above,the use of mind maps in English reading lessons in rural middle schools is not only beneficial for improving rural students’ English reading performance and interest,but also provides a new teaching approach for rural teachers in the context of the "double reduction" policy.This application is beneficial for promoting the mutual progress of teachers and students,thus enhancing the quality of English teaching in rural middle schools.