An Empirical Study On The Mind-mapping-based Interactive Teaching Model To English Reading Class In Senior High School

Mind map is a note-taking method visualizing knowledge and human’s thinking process,and proposed by Tony Buzan in1970s. It employs the radial representation to help realize theconstruction of individual’s knowledge network, and also to promote the interaction ofinformation among peers, and thus is paid much attention in the education in many countries.However, the studies on the application of mind map to English teaching are still not thorough.Especially in English reading instruction in high school, there is a gap in its study combinedwith interactive teaching approach. Based on constructivism and schema theory shared bymind mapping and interactive teaching approach, the author integrates mind mapping intointeractive teaching approach on reading instruction in high school. She creatively proposes anew model at first: the Mind-mapping-based interactive teaching model, and then applies it tothe actual practice to testify its effectiveness, aiming to employ mind map as an interactiveinstrument to realize interactive teaching in reading class via its promotion of multipleinteraction, and enhance the ability of reading comprehension.The empirical study focuses on three research questions: whether the application of newmodel arouses pupils’ reading interest; whether it advances their capacity of readingcomprehension; and whether mind map can be used as an instrument to help conductinteractive teaching approach better in reading class by simulating multiple interaction. Theauthor selects two parallel classes as the experimental and control group (No.=65) in No.13high school of Dalian and adopts the new model in the experimental group, lasting sixteenweeks. The study employs three instruments quantitatively and qualitatively to investigate,that is, questionnaires, interview and tests including pre-test and post-test. Lastly, the datacollected by tests are analyzed through T-test by SPSS. She concludes that the significanceexists between the two groups and thus verifies the validity of this integrated model.The conclusion can be drawn that the application of the integrated model to reading classin high school is beneficial in stimulating students’ reading interest and initiative, andenhancing their reading competence by strengthening the consciousness of understanding textas a whole. Besides, mind mapping also can be used as an interactive instrument to encouragestudent-teacher, student-student, and student-text interaction, and enhance their capacity ofdeep understanding of discourse and scientific information processing thus to improvereading skills.