A Study On Application Of Mind Map To English Reading Teaching In Junior High School

Reading always plays an important role among the four skills in the learning of a foreign language and how to improve students‘ English reading ability remains an important goal of English teaching. However, the traditional teacher-centered reading class often puts too much emphasis on vocabulary and grammar while the reading comprehension itself is always overlooked. This kind of reading lesson makes high school students passive in the classroom and unable to read effectively, thus hindering(and in turn hinders) the development of their reading comprehension ability. This research holds that the effective application of mind map to English reading instruction is an important way to solve the current problem.The Mind Map is also called the mind mapping, is the expression of effective graphical tools for thinking divergent thinking. Researchers are now paying more and more attention to the application of mind map to English reading instruction. But up to now, fewer researchers have seldom conducted classroom observations to observe the current teaching practice. What‘s more, most suggestions for relevant researches have remained at a theoretical level.In this paper, the author firstly defines the core concepts through induction and explores theoretical bases for mind map and its application to English teaching. Secondly, this research investigates and analyzes the current situation by means of questionnaire. Finally, on the basis of the theoretical and empirical researches, this research explores the influence of applying mind map to English reading teaching in junior high school.On the basis of the finding and the theories, this research has achieved the following conclusions as follows. Firstly, mind map has positive effects on the improvement of English reading ability in junior high school. Secondly, it can provide more chances and opportunities of communication between teachers and students. Thirdly, it can strengthen positive changes of the students‘ interest and behavior in English learning.