Application Of Concept Maps To English Reading Teaching In Senior High School

Reading comprehension is very important for English learners.Effective and accurate reading not only helps students quickly get the information they need,but also helps students deepen their understanding of vocabulary,promote students' English proficiency and expand their English learning resources.With the reform of English courses in various regions,reading comprehension ability is more and more important for high school students.However,as the reading volume and the vocabulary increased,English reading learning has become a key and difficult point.English teachers who interact directly with students should think about how to help students sort out articles,understand the meaning of the article and help students accumulate English material.As a very intuitive visual teaching method,concept maps use nodes and connections to construct the relationship between concepts,and establish clear and easy-to-understand knowledge or thinking graphics so that students can quickly master the relevant knowledge.Link new knowledge with the students' original cognitive structure to achieve meaningful learning.In English reading teaching,teachers help students create concept maps so that students easily understand the logical relationship between sentences and sentences.And students can use concept maps to exchange information from top to bottom or from bottom to top in English.They understand the meaning of the text,grasp the context,analyze the structure of the text,which can facilitate their retelling the text.Concept maps help them deepen the understanding of the text,achieve rapid control of text information,easily memorize the English text,accumulate a large amount of English material,thereby improving the ability of English listening,speaking,reading and writing.Based on the meaningful learning theory and constructivism theory,the author carried out an empirical study on the application of concept maps to English reading teaching at high school in Shangqiu City.This study applies concept maps to high school English reading teaching,and studies the feasibility and effectiveness of the concept maps on improving high school students' English reading academic achievements.The research questions in this thesis are as follows: 1.Can application of concept maps to English reading improve senior high school students' reading achievements? 2.Can application of concept maps change senior high school students' attitude towards English reading?In order to explore these two questions,the author conducted a two-month experiment with a total of 110 students from two parallel classes in Grade one at Shangqiu No.1 Middle school in Henan Province.One was experimental class and the other was controlled one.These two classes received the same learning content,but different teaching methods.The control class was taught the reading lessons with the traditional grammar translation method,and the experimental class was taught with the concept map method.Students in both classes participated in the pre-reading and post-reading test before and after the experiment.Students in the experimental class participated in the attitude questionnaire before and after the trial.The author analyzed the data obtained through SPSS21.0.Through the analysis of the data of the pre-test and the post-test,it was proved that application of concept maps to English reading teaching can improve students' academic achievements.In addition,through questionnaires,it was also improved that application of concept maps to English reading teaching can positively change students' attitude towards English reading.