An Application Of Concept Map In English Reading Teaching In Rural Senior School

English reading which has a prominent position is one of the most important language skills, and it is the most important way for students to get information, organize information and accumulate knowledge. But in the actual English teaching, especially English teaching in senior school, the main focuses still are vocabulary and grammar, so the result is that students are more afraid of English reading, their understanding of articles is fragmental, and in addition, they only focus on the multi-choices after reading. New English Curriculum Standard for Senior High School claims that learning strategies are formally included in course content and curriculum objectives, and in English teaching, teachers should help students form suitable learning strategies consciously and adjust their learning strategies constantly, which will lay a solid foundation for lifelong learning.Concept map as a visual teaching and learning strategy has become popular in foreign countries, especially in Europe and the United States in1980s. Concept map is a space network structure which shows connection between concepts by using scientific proposition. Concept map links every basic concept together and gives examples to illustrate:meanwhile, students’ interest in learning English can be stimulated and maintained by its vivid feature. Besides, concept map can help students think with maps and reproduce reading materials. At the same time, concept map makes students get into the habit of combining new knowledge with existing information in the process of reading and understand articles well. Therefore, concept map, as an effective learning strategy, combines with English reading, which kills two birds with one stone. On the one hand, students grasp a kind of strategy; on the other hand, their reading comprehension ability is improved.The paper explores an application of concept map in English reading teaching in rural senior school, the author have completed the following work:Firstly, the author made a short introduction of research background, research questions and the organization of the thesis. As for the part of research background, it mainly referred to the position of English reading, the existing problems of English reading teaching at present, and the importance of concept map being a teaching and learning strategy in English reading teaching.Secondly, the development of the studies on concept map and some research about reading comprehension were listed; in addition, the author explored the intersection between concept map and other courses.Thirdly, the author discussed the specific application of concept map in English reading teaching in senior school in detail, which is an effective teaching and learning strategy.Fourthly, the author found out the situation of English reading of senior school where the survey objects are studying in pre-questionnaire and pre-test. After six months of experiments, the author tested the control class and experimental class, and then gave an effective analysis of concept map in English reading teaching. At the meantime, the experimental class had another questionnaire and a thorough explanation of the survey result was made. Besides, the author recorded the interviews to students after class and some concept maps drawn by students in their usual practice.Finally, the author made a brief conclusion of analysis of pre-test, post-test. questionnaires, teaching cases and interviews, represented the limitations of this thesis and the further research directions.