An Action Research On Applying Mind MAP To Improving Textual Cohesion Of Junior School Students In English Reading Teaching

Reading is an important way for people to obtain information and improve their own knowledge.However,current teaching is affected by exam-oriented education,paying more attention to the teaching of language knowledge but ignoring the textual integrity of the article.Therefore,students'reading comprehension is not good.Using mind map can highlight key words,make the structure of the article clear,help students to quickly understand texts and has a significant effect on improving the English reading ability of junior middle school students.Based on the literature concerning mind map at home and aboard,the author adopts action research methods to take a semester of educational action research on a class in the 3^th grade of a junior high school in Changchun City.This study takes mind map as a teaching aid to explore its application model in reading teaching,in order to improve students'ability of textual cohesion.Through this action study,the author gradually explores the specific steps on the use of mind map in junior high school English reading classes.Before reading,teachers and students draw mind maps to stimulate students to think about the content of the article according to the titles of the articles.In skimming,teacher and students draw the central keywords and secondary headings of the mind map to clarify the key words of the article and each paragraph.In intensive reading,students draw the rest of the mind map through group discussion.The group representatives show the map to the author and the whole class,then analyze the problem based on the mind map.After reading,the students modify their own mind maps by listening to other students'analysis of mind maps,then retell the texts according to it.Through analyzing the teaching logs and papers before the action research and after the second round of action research,the author finds that students'textual cohesion has been improved,mainly reflected in their ability to use transitional cohesion and their ability to respond to cohesion.The author also proposes some suggestions.In order to help students draw their mind map,teachers put forward various forms of drawing method before class.With respect to the problem of the dominant situation of the active students who speak in class,teachers provide suggestions and some methods for solving problems.