An Action Research On The Application Of Mind-Map-Based Multiple-Text Teaching Strategy In High School English Reading Teaching

Based on the use of new curriculum standards and new textbooks in Yunnan Province,there have been significant changes in English reading teaching in senior high schools.On one hand,the English Curriculum Standard for Senior High School(2020Edition)emphasizes that students’ inquiry into the meaning of reading themes should be the most important content of language learning.The depth of students’ exploration of the theme directly affects the degree of their comprehension of the text,the level of their thinking ability and the efficiency of their language learning.On the other hand,since2021,the new teaching materials has been adopted in English textbook in Yunnan Province,among which 85% texts are newly edited,and the content “reading and thinking” has been designed for the first time.The new textbook highlights the central position of reading teaching in high school,showing the principle of “focusing on cultivating students’ reading abilities”.However,there have been many problems on reading classes due to the constraints of traditional teaching method for many years,Below are main problems: First,the reading teaching content is too simple,which limits the development of students’ critical thinking;Second,the class is mainly dominated by teachers,which makes students less active in participating;Third,the teaching process of reading is patterned,which makes the class inflexible;Hence,in this case,it is necessary to explore and research a new teaching strategy for English reading.Based on the Input Hypothesis,Relevance theory and Constructivist theory,this action research study,innovatively combining the mind-map reading strategy and multiple-text reading strategy,is carried out for the English reading teaching.Multiple-text reading strategy corresponds to increasing the quantity of reading,while,mind-map strategy corresponds to the quality of reading;multiple-text reading strategy is about the attaining of information,while mind-map strategy is about the processing of information.From a theoretical point of view,this study innovatively combines mind-map strategy and multiple-text reading strategy,which breaks the traditional teaching method and provides an effective teaching model for high school English reading teaching.In this study,51 high school students from a high school in Kunming are selected as research subjects.The research tools,such as English reading tests,questionnaires and interviews are used.The study aims to answer the following two questions: First,whether the reading strategy can solve the current problems in English reading teaching? Second,whether the reading strategy can improve the reading ability of high school students? Before the study,the researchers conducted a questionnaire to find out the existing problems in the current English reading teaching.Targeted reading tests were performed before and after the study.In this study,two rounds of action research are included.Here are four procedures in every action research: planning,implementing,observing,and reflecting.After the research,with the help of SPSS.24,the data obtained were analyzed.The results of this study demonstrate that: first,to a certain extent,the new reading teaching strategy combining mind-map reading strategy and multiple-text reading strategy can solve the problems existing in the current English reading teaching.Second,the new reading teaching strategy is conducive to improving students’ English reading abilities.