The Effect Of Mind Mapping On Senior School Students' Reading

Nowadays,many high school English teachers maintain that teachers use a lot of time or energy to improve student's English reading ability on the process of teaching English reading,but the results are often not satisfactory.In the reading teaching process,teachers will explain the teaching focus on grammar and text content instead of the students' truly feeling to the text and experience,the teachers lack of interaction between teacher and students in the teaching process.The mind map represents a schema of student's thinking process,and it mainly shows people's thinking,logical structure of knowledge and ability in the form of diagrams,making people think more vividly and visually.As an expression of English knowledge,the mind map presents thinking function of “map” and “tools”,which are applied to the English reading teaching,helping students show the visualization of the thinking process to better play the role of teachers and guiding students to read,so that students can learn and improve the students' English thinking ability actively and cooperatively.According to the previous research result,only a small part of scholars have done the researches on the application of Mind Map in English reading.Among that,there are so few researches applying Mind Map into English reading in senior high school.Therefore,it is meaningful to apply Mind Map to English reading in senior high school.This thesis adopt the experimental research method,aiming to explore whether the mind map can be used as an effective teaching method,and apply mind map to English Reading Teaching in senior high school,so as to stimulate students' interest in learning and enrich the communication between teachers and students.The author chose two classes of Grade Two in the first middle school of A city of Hebei Province as the object of study.The basic level of English learning(including reading ability)of the two classes is same and comparable.The two classes have 92 English classes,including 28 English reading classes.The experiment lasted 6 months from the beginning of January 2017 to the end of July 2017.Taking class one as an experimental class,the students were guided to use mind mapping to read when they were in reading English classes,and the traditional reading teaching method was adopted in the control class in the class two.Teachers adopted the mind map method to teach students' reading in the experimental class.And the experiment data were statistics by the SPSS 18.0.According to the experiment results,the author observed the students' performance that applying for mind map as the reading method,collected and analyzed their mind map picture in the classroom and at home,which made the reading scores in the midterm and final exam as a means to measure the mind map's effectiveness,so the thesis made a comparison research between the experimental class and the control class.This study will answer the following questions:1.Can the application of Mind Map stimulate students' motivation in English reading in senior high school?2.Can the application of Mind Map increase students' reading scores in senior high school?The study found that teachers used mind map method to assist reading teaching was more effective than the traditional English reading teaching method,and it can enhance student's learning motivation in English reading,the main manifestation was that the students' participation was improved and they more interested in English reading.Moreover,students used map mapping to learn English reading,their reading scores had been significantly improved,from the students' English reading can be seen,students used map mapping to answer the questions,their logical reasoning questions correct rate was improved.The research will provides some reference values for English teaching in teaching English reading,and it was beneficial for students to improving their reading scores and study motivation.