A Study Of English Reading Teaching Based On The Application Of Mind Map And Concept Map In Junior High School

Reading is one of the most important ways of human language input.And the period of junior high school is critical for students to lay solid foundation for future learning.English reading in junior high school is of great significance to English teaching and learning.However,traditional grammar-translation method which still plays a leading role in the English reading class of junior high school,may lead to the inadequacy of students' overall understanding and comprehension of reading articles,which can not stimulate students'interest in reading,nor can meet students' learning needs.Therefore,it is essential to explore effective ways to improve the quality of English reading teaching.As effective visual thinking tools,mind maps and concept maps can be used to visualize knowledge,awaken memory,promote thinking,and enhance creativity on the basis of knowledge visualization theory,left and right brain thinking theory,schema theory and constructive learning theory.They can also be used as teaching tools in English teaching to help students effectively cooperate in learning.However,there are three common problems in many related studies:(1)Confusing the mind map with the concept map and regarding the two maps as the same tools.(2)Studying the application of mind map or concept map in reading teaching in isolation.(3)Neglecting the subjective position of students in reading class.In view of this,this thesis firstly introduces the mind map and the concept map briefly,and then points out there is a possibility that the two maps can be combined and complemented with each other on the basis of analyzing the similarities and differences between the two maps,finally to further verify the feasibility and effectiveness of the two maps as a teaching strategy used in the English reading class in junior high school.This empirical study mainly focuses on the following three questions:1.What are the functions of mind map and concept map in enhancing students'interest in English reading?2.What effects does the application of mind map and concept map have on improving students'reading scores?3.What feedback do students provide on the application of mind maps and concept maps in English reading classes?There are two parallel classes from Grade 7 which involves 92 subjects in Dandi Experimental School.47 students were randomly selected as control class teached with traditional teaching method,and 45 students were selected as experimental class teached with mind maps and concept maps.The experiment lasts for 16 weeks with the application of tests,questionnaires,and interviews.SPSS 17.0 is used to analyze data and get results of the study,and the major findings of this thesis are listed as follows:Firstly,the application of the two maps in English reading class can arouse students' reading interest.Secondly,the application of the two maps in English reading class can improve students' reading scores and examination performance.Thirdly,most students provide positive feedback on the application of the two maps in English reading class.Therefore,it is feasible and effective to teach English reading in junior high school based on the application of mind map and concept map.