| Nowadays,communication technology is advanced,the ways of people's communication is various,but reading is still the most basic and effective way of communication.What's more reading is also one of the important ways of language input for students,reading teaching is an important part of junior middle school English teaching.And National English Curriculum Standards for Nine-Year Compulsory Education(2011)puts emphasis on the importance of cultivating students' reading competence.But the present teaching situation of English reading is still not satisfactory,there are still some problems in English reading teaching:(1)Students usually fail to focus on overall but not on the details,fail to find the main idea of the passage and fail to have a clear idea of the logical relationships between paragraphs.(2)Classroom teaching is mainly dominated by teacher-centered,and students lack scientific reading methods.(3)Students have low reading speed,while teachers focus on language points,and use a single "bottom-up" reading model most.It is because of the traditional reading teaching,which ignores the students' reading skills,so many students even learn English for more than ten years,but still do not have better reading abilities and achievements.Therefore,teachers should explore how to guide students to read effectively and help them to actively participate in teaching activities.Mind map,which was originated in the early 1960 s by Tony Buzan,is an expression of radiant thinking and a tool to organize and represent knowledge.It is a powerful thinking tool,and it is also an effective way to visualize the process of thinking.As a kind of graphic tool,mind map can be applied to English teaching.It can encourage students to study more efficiently,cultivate and improve students' interest and abilities.It is an important teaching tool,which has strong practicability and operability.Therefore,this paper attempts to use the mind map in English reading teaching in junior middle school,it aims to the two questions:(1)Can mind map help to arouse students' reading interest?(2)Can mind map help to improve students' English reading score?The study analyzed the current research status of mind map at home and abroad and the application of mind maps in the junior middle school English teaching,according to the mind map and teaching design theory,put forward the model of middle school English teaching design.What's more,this research is also based on the current situation of students' reading interest and reading abilities,and analyzed the relationship between mind map and reading interest and ability.The subjects were two parallel classes of Grade Nine,a total of 112 students in No.19 middle school in Lanzhou,lasted for one semester.In the four months,students in experiment class studied reading with the aid of mind map,data of pre-test,post-test questionnaire and interview were collected and analyzed.Finally,through the SPSS software,the pre-test and post-test data were tested,moreover,after the experiment,an semi-structured interview was given to five students in EC,aims to find out whether mind map is effective to increase students' reading interest and reading achievements.The results are following:(1)Using mind map in English reading teaching can stimulate students' interest and initiative in English reading,and it can improve the students' reading abilities.(2)Using mind map in reading teaching can improve their ability to summarize and repeat and improve students' reading achievements.A conclusion can be drawn from the experiment,the application of mind map in English reading is positive and effective.It also can be widely used in teaching.In order to enable students to develop the habit of using mind map more effectively,the application of mind map should be extended to English vocabulary teaching,listening teaching,grammar teaching and writing teaching,so as to effectively improve the junior middle school students' English comprehensive ability. |
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