A Study On The Effectiveness Of Applying Mind Mapping To English Reading Teaching In Senior High School

Reading is the soul of a nation and an important way for human to get knowledge.Nowadays,the score of reading takes a large proportion in senior high school English exam.It is not difficult to find that reading teaching plays an important role in English teaching in China.But reading is also a difficult point in English teaching.That requires teachers to constantly find effective reading teaching methods to stimulate students'reading interest and to improve students'reading ability.Mind mapping is a kind of graphics technology that organizes and represents divergent thinking.It effectively shows the logic and framework of English reading text in a visual form.This study applies mind mapping as tools to English reading teaching.Its purpose is to verify the effectiveness of using mind mapping for senior high school English reading teaching.This paper focuses on answering the following two questions:1.Can the use of mind mapping stimulate the interest of senior high school students in English reading?2.Can the use of mind mapping improve students'English reading comprehension ability?From September 4^th to December 26^th in 2017,the author conducted an experimental study on 81 students of two parallel classes in Shude high school in Chengdu.The experimental class not only uses the original English reading teaching methods,but also uses the mind mapping as tools to assist English reading teaching,and the control class only adopts the original English reading teaching methods.The study mainly adopts literature research method,action research method and questionnaire surveys.This thesis consists of five chapters.The first chapter is introduction,which mainly introduces the background,significance and the framework of the thesis.Chapter two is literature review,which includes four sections:the related research and the theoretical basis of mind mapping,the related research about reading teaching and the relationship between mind mapping and English reading teaching.The third chapter is the research design.The fourth chapter is the result and analysis.It mainly includes the analysis of pre-test and post-test results,the analysis on the results of questionnaire surveys.The fifth chapter is the conclusion.The limitations of this study and the suggestions for the future research are explained accordingly.The results of this study show that using mind mapping as tools in English reading teaching in senior high school can stimulate students'interest in English reading and improves students'English reading ability.This study provides some data support for the future research on mind mapping as tools in English reading teaching.Of course,there are also some limitations in this study:the sample size of the experiment is relatively small,the experiment time is short and its representativeness and universality still need to be proved.The author hopes that the study of applying mind mapping to English reading teaching can provide some reference for high school reading teaching and make reading teaching and learning become more effective.