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

English reading teaching plays a very important part in helping students master English language skills.The Compulsory Education English Curriculum Standard and senior middle school entrance examination of China set high demands on students' English reading ability.However,influenced by the traditional teaching ideas,many rural junior middle school English teachers still take the teacher-centered method rather than the learner-centered method while teaching English reading in the classroom.Therefore,it is necessary to reform and innovate the traditional teacher-centered model.In 1960 s,Tony Buzan pioneered mind map,which is an effective tool for visualizing knowledge representation.As an effective way of thinking,mind map can benefit teachers and students in many ways.But in China,the application of mind map is not widespread,and it is less applied in English teaching in rural junior middle schools.As an empirical research to apply mind map to the teaching of English reading in a rural junior middle school,this thesis explores the effects of mind map on the reading level and reading interest of rural junior middle school students,and trains students to use mind map so as to improve their reading efficiency and reading interest.In this study,a total of 104 students from two parallel classes in Grade Eight in Rugao Banjing Junior High School were selected as the subjects of this study.First of all,the author conducted a questionnaire survey on these students to find out the current situation of English reading in rural junior high schools.At the same time,the students' reading level was tested by reading tests,and then the data were analyzed in detail.Then,the author carried out an empirical study which lasted five months in the experimental class.During the activities of pre-reading,while-reading and post-reading,the students in the experimental class were taught reading with by the application of mind map.After the experiment,the same questionnaire was used to investigate the reading interest of the students in the experimental class and the control class.The reading ability of the two classes was tested again.From the experimental results,the following conclusions aredrawn: firstly,the use of mind map effectively stimulates the interest of rural junior middle school students in English reading and learning English.Secondly,the use of mind map effectively improves the English reading ability of rural junior middle school students.The author hopes the findings of this thesis can contribute to similar research,and that middle school teachers and students will pay more attention to English reading.