An Empirical Study On The Application Of Mind Mapping To English Reading Teaching In Junior High School

It's stated by National Innovation-driven Development strategy that it's extremely urgent to cultivate creative talents.The Multiple Intelligence theory successfully explains the possibility of multiple combinations of human intelligence.Every student is a potential creative talent and the tapping of this potential can be gradually acquired in reading.At the most important stage of organizing and sharing reading information,Mind Mapping has the advantage of being both graphic and textual when transforming the implicit schema and intellectual potential into visual thinking context,so as to deepen the understanding and memory of reading.The combination of Mind Mapping and reading teaching conforms to the cognitive thinking mode of the brain and adapts to the needs of the society for the reading ability of talents as well.In this paper,the Mind Mapping as a reading framework will run through the reading.Before you read,it activates existing diagrams in the form of brainstorming.While you read,it constructs new diagrams in the form of problem chains.After you read,it deepens reading comprehension with its rich categorization exercises.In order to verify the application of Mind Mapping in reading teaching,the author chose two parallel classes as experimental class and control class in Chengdu XX Middle School.This study focuses on two research questions:1.What are the changes of junior high students' attitudes towards English readingafter Mind Mapping applying to English reading teaching?2.Can the application of Mind Mapping affect their reading scores?To ensure the consistency of teaching objectives and contents,the author only uses Mind Mapping reading teaching in the English reading class for the experimental class.In practical teaching,students' attitudes and preferences to reading comprehension and English reading class are mainly understood through questionnaires before and after applying Mind Mapping.Classroom observation effectively presents the whole process of teaching model construction.Interviews help students share their subjective feelings after learning Mind Mapping.SPSS objectively ensures the accuracy of reading test data.The experiment result shows that students can involve in teaching interaction with the guidance of Mind Mapping-based Reading Teaching.And it can maintain their reading interest and improve their reading comprehension ability.