Research On Junior High School English Reading Teaching Based On Mind Map

Reading is a very important part of the junior high school English teaching. However, the present situation and the effect of the reading teaching in Chinese junior high school are unsatisfactory. Most of the students still work on the excessive assignments tactics and spend a lot of time doing English reading exercises to improve their reading proficiency, but the result turns out that they get half the result with twice the effort.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 instruction. In order to improve junior high school students' English reading proficiency, to arouse their English reading interest effectively, fully mobilize their enthusiasm of learning English. This research holds that the effective application of mind map to English reading instruction is an important way to solve the current problem.In this research, on the strength of the modern brain science theory and the theory of knowledge visualization, etc. and based on wide range of relative articles, the present situation and problems of junior high school English teaching are analyzed. In allusion to the existing problems, the research also puts forward the teaching strategies on account of “Mind Map” for classroom reading teaching design and practice. During the teaching process, the teacher guides the students to use Mind Map while reading by teaching strategies of preparing before class(Mind Map Constructing), interacting in class(Mind Map Communicating) and reflecting after-class(Mind Map Collating), and some methods of drawing Mind Maps are also taught, which make English reading more systematic and interesting.On the basis of the finding and the theories, this research has achieved following conclusions as follows. Firstly, mind map has positive effects on improvement of English reading ability in junior high school. Secondly, it can promote communication between teachers and students. Thirdly, it can strengthen positive changes of the student's interest. The research is expected to have a certain reference for improving junior high school English reading instruction.