| English reading teaching plays an important role in imparting students English.However,the real situation of English reading teaching is not very satisfactory in junior high school,Liangsan Yi Autonomous Prefecture,Sichuan Province.Most of the teachers still focus on imparting language points to students and translating articles word by word,sentence by sentence,which lead students to know texts literally without understanding their deeper meanings.The purpose of the study is to apply mind map,a graphic and visual thinking technique,to English reading teaching to arouse students' reading interest,develop their good reading habits and use reading strategies wisely as well as improve their English reading abilities.In order to prove the effectiveness of applying mind map to English reading teaching in junior high school in Liangshan Yi Autonomous Prefecture,106 students from two parallel classes(Class 2 and Class3)in Grade 8 in Mianning No.2 middle school in Liangshan Yi Autonomous Prefecture were chosen as the experimental subjects.There were 53 students in each class.Class 2 was randomly chosen as control class(CC)and Class 3 was experimental class(EC).The author adopted traditional teaching method to teach English reading in CC,which aimed to impart basic language points to students.However,mind map which focused on text structure analysis was introduced to EC.Besides,the author carried out two questionnaires and organized two tests before and after experiment to see if there are any changes in students' English reading interest,reading habits and use of reading strategies,recognition of mind map as well as reading comprehension ability.After ten-month empirical study,data were collected by the author from both the results of pre and post tests and questionnaires before and after experiments,and then the author used SPSS soft ware to analyze data quantitatively.After analyzing the data,the author found there were significant differences between EC and CC.Firstly,after experiment,students in experimental class were more interested in English reading than students in control class.Secondly,students in experimental class had better reading habits and could use proper reading strategies according to different reading goals.Thirdly,students in experimental class had better understanding of mind map than students in control class.Fourthly,students in experimental class performed better in English reading comprehension tests than students in control class.To summarize,applying mind map to English reading teaching in junior high school in Liangshan Yi Autonomous Prefecture can improve students' reading ability and mind map plays a positive role in junior high school English reading teaching in Liangshan Yi Autonomous Prefecture. |
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