The Application And Research Of Mind Mapping In Senior High School English Reading Teaching

The new curriculum standards and the college entrance examination require high school students to have higher English reading literacy.However,the practice shows that there are still many problems in the traditional English reading teaching method,which are mainly reflected by low interests and poor ability of students in reading.In order to solve the contradiction between the traditional English teaching method and students' English reading literacy,the English reading teaching method combined with mind map came into being.The essence of mind mapping is a tool through which to visualize abstract knowledge.Based on the theories of knowledge visualization,memory processing level and constructivism,it divides boring and complex knowledge through layers and demonstrates it regularly with graphics and colors.This paper combines mind map with English reading in senior high school and verifies the positive roles of mind map in English reading through practice.Additionally this article systematically analyzes and summarizes for the status and results of the education method in English reading by mind map,and elaborates on how to operate the education method of mind map English reading in practice based on the theory of mind map teaching.In this paper,112 students from Class 5(second grade)and Class 6(second grade)of Hailun No.1 Middle School in Suihua City,Heilongjiang Province were selected as the subjects,and a one-semester experimental study was carried out.Class 5 is the experimental class,adopting the teaching method of English reading combined with mind map,Class 6 is the control class,applying the traditional teaching method of English reading.The two classes differ only in teaching methods,while other factors are consistent.Prior to the experiment,a questionnaire and an English test which were the same were conducted on the students in both classes.The results showed that before the experiment,the two classes had basically the same interest and attitude in English reading,and the interest in English reading was not high.In addition,there is no significant difference in English reading scores between the two classes,which indicates that the two classes meet the requirements as experimental samples.At the end of the experiment,the students in the two classes were still given questionnaires and English tests.At the same time,in order to deeply understand the real thoughts of students after receiving the teaching method of mind map,a specific interview was conducted with students in the experimental class.The results showed that the students' English reading interest in the experimental class has improved significantly after the experiment,while the students' reading interest in the control class has improved somewhat after the experiment compared with that before the experiment,but the improvement degree is very small.In addition,compared with the control class,the students in the experimental class have greatly improved their English reading scores.In addition by analyzing the interview records of the students in the experimental class collected after the experiment,we found that the students generally hold a positive attitude towards the English teaching method of mind map,and they believe that mind map can improve English reading efficiency and learning initiative.Although the introduction of mind maps will put some pressure on them,this pressure is within an acceptable range,and as the use of time increases,the use of mind maps will become more convenient.We summarize the results of these experiments into the following three conclusions:Firstly,the mind mapping English reading teaching method can indeed improve the students' interest in English reading,In addition,it helps students form good reading habits in English.Secondly,the mind map English reading teaching method can effectively promote students' understanding of the context of the article,their mastery of the main idea of the article and their integration of new and old knowledge.The experimental results show that this teaching method can effectively improve students' English reading ability compared with the traditional teaching method.Thirdly,although the use of mind maps is challenging,the challenges are within acceptable limits.And with the students' skillful use of mind map,mind map can give full play to its advantages in English reading.