An Action Research On Using Mind Mapping To Improve English Reading Ability Of Junior Middle School Students

With the acceleration of the internationalization process,English is getting more and more attention,and reading is an important way for students to acquire English knowledge.The senior high school entrance examination also has higher requirements for students' English reading.However,there are still many problems in the current junior high school English reading teaching,which leads to the students' reading ability not meeting the above requirements.Mind map is an effective visual knowledge representation tool.It can activate people's left and right brains simultaneously,and improve people's understanding,memory and creative thinking ability by using keywords,graphics and colors.Therefore,mind maps are used in many fields abroad,especially in the field of education.However,the application of domestic mind maps is still not widespread,and it is less used in middle school English subject teaching.Junior high school English reading teaching plays an extremely important role in junior high school English teaching.Teachers spend a lot of time and energy on reading teaching,but they have not achieved satisfactory results.As a new type of teaching method,mind map can effectively visualize the thinking process and meet the learning characteristics of junior high school students.Therefore,this study takes the reading comprehension of the final exam of Funing District in Qinhuangdao in2016 and 2017,and attempts to apply the mind mapping tool to junior high school English reading teaching.The aim is to study whether the high school English reading teaching mode assisted by the mind mapping tool can stimulate students' interest in learning English reading and improving their reading ability and language expression ability.Thereby improve the efficiency of English reading teaching,and find an effective way to improve the effectiveness of junior high school English reading teaching.This study combed relevant literature and materials,and learned about the teaching status of junior middle school English reading through interviews,questionnaires and comparative experiments.Analyze its problems and the reasons for its existence.According to the function and characteristics of mind map,the teaching process of junior high school English reading based on mind map is designed and implemented in teaching practice.The application effect of mind map was evaluated through teacher evaluation,student self-assessment and group mutual evaluation.After implementation,the questionnaire survey method and experimental method were used to explore the effectiveness of mind map in junior high school English reading teaching.The research results show that the mind map is suitable for junior high school English reading teaching,which can stimulate students' interest in English reading,improve classroom participation and students' learning attitude,and improve students' ability to quickly obtain information,refine keywords and retell texts.It is a useful teaching exploration.Finally,this topic summarizes the research results and summarizes the influence of mind map on improving the English reading performance of junior high school students.The role of mind maps in improving the English reading ability of junior high school students and the use of mind maps in the teaching methods of junior high school English reading classes.The study found that mind maps can break the solidified thinking,activate divergent thinking,and at the same time evaluate the means to maintain and enhance interest.And the mind map promotes the transformation of teaching methods,benefiting both teachers and students.If used extensively for teaching,the overall ability of students will improve.Of course,it also analyzes the shortcomings in this paper and looks forward to the future development of mind maps in subject teaching.