The Case Study Of English Reading Teaching Activity Based On Mind Map Of Senior One

Reading is an important means of language input and language output in language learning. For the Entrance Examination in nearly every province in China in recent years, reading in English examination has a more and more important status. The examination mainly checks students’reading ability, the storage of language culture and topic knowledge, and their critical thinking ability. So, English reading teaching has a high status in English teaching. In the display-teaching activity, teachers incline to focus on the explanations of vocabulary, grammar, and sentence structure in class, neglecting the instruction of reading techniques and reading strategies, paying little attention to developing their independent reading abilities and stimulating their reading motivation. To foster students’reading ability must rely on the training of reading strategies, and to stimulate their reading motivation must depend on the accumulation of their culture background. What should be concerned more for most of the teachers are how to help students with their vocabulary and grammar knowledge, to help them accumulate their culture background and topic knowledge, and to develop their reading strategies. In recent years, mind map, as a kind of teaching tool and learning strategy, is applied in English reading teaching gradually. This thesis takes Senior One in Tanghu Foreign Language School in Sichuan province as example, which uses the textbook published by the Foreign Language Teaching and Research Press as the teaching material, and illustrates several cases in class with the application of mind map to instruct English reading. This research illustrates that with the application of mind map in reading teaching, it will be easier for students to get both the structure and the meaning of the reading text, and their reading strategies will be improved. After that, through completing the mind map, these goals will be achieved, such as the accumulation of vocabulary, the improvement of reading techniques, the accumulation of topic knowledge, the development of critical thinking ability and reflective ability. Considering the improvement of their reading ability, it is feasible to apply mind map in English reading teaching and it is effective to use mind map in reading teaching to improve students’ reading ability.There are six chapters in this thesis. In the first chapter, the author introduces the background of the study:mind map, as a teaching tool, is used widely in reading teaching in Senior One in Tanghu Foreign Language School. In order to explore whether mind map used in reading teaching can improve students’reading ability, the author collects some references to know about the application of mind map and does a research in this school as a observer.In the second chapter, the author introduces the theories about reading and mind map. Theories about reading include the reading model, the criterion of reading ability, the obstacles in reading text, which are the first part. In the second part, theories about mind map are displayed:the theory foundation—the science of brain, the definition of mind map, the features of mind map, and the process to make mind map. In the third part, some researches on mind map abroad and at home are presented and analyzed.In chapter three, the author puts forward the research context information:the teachers’idea on mind map used in reading teaching, the procedures of teaching activities with mind map, and two teaching cases about the topic of My New Teachers and Music (Foreign Language Teaching and Research Press,2010).In the forth chapter, the author introduces the research methodology. Introduction about the research hypothesis on the students’reading ability, the research subjects, research instruments, and the way to collect and analyze the data are made.In the fifth chapter, the author presents and analyzes the research results, which prove that the mind map used in English reading teaching in Senior One can improve students’ reading ability, as well as their interest in reading class.Chapter six is the conclusion part, including the major findings, the suggestions for teachers and for students, the limitations of the research and the thesis, and prospects for further study.