Action Research Of Mind Map To English Reading Teaching In Junior High School

English reading plays an important role in junior high school.?The English Curriculum Standards for Compulsory Education ?puts forward higher requirements for reading ability of students.Because of the influence of traditional teaching method,teachers still play a dominant role in teaching.They pay too much attention to the explanation of language knowledge and neglect the improvement of students 'reading ability.Therefore,the traditional teacher-centered teaching mode needs to be reformed and innovated.In the 1960 s,Tony Buzan pioneered Mind Mapping.Mind Mapping,as a tool of knowledge visualization,can express the language knowledge of articles vividly.As an effective way of thinking,it can benefit students and teachers.Therefore,this paper applies mind mapping to junior high school English reading teaching,to explore the impact of mind mapping teaching on students 'reading ability.This study mainly explores whether mind mapping can improve reading ability of students.It mainly includes four aspects: reading interest,reading strategies,reading comprehension ability and reading strategies.In this paper,112 students were selected as the research subjects for four months,who are from two classes of Grade 9in Zhenjiang Experimental School,Jiangsu Province.In order to understand the students' reading situation,students were conducted the English test and the pre-test of the questionnaire.The questionnaire explored the students' reading ability from three aspects: reading interest,reading strategy and reading comprehension ability.It was found that their reading ability did not meet the requirements of compulsory curriculum standards and needed to be improved.By analyzing the current situation of mind mapping,this paper explores the necessity of applying mind mapping to reading teaching.In order to improve the reading ability of the students in the experimental class,mind mapping is used to teach the students in the experimental class.Teachers constantly improved the teaching method of mind mapping in the teaching process,so as to improve experimental results.At the end of the experiment,the students of the two classes were tested and filled out questionnaire.Then author collected,compared and analyzed the relevant data during the experiment to draw the experimental conclusions.The study proves that the application of mind mapping can stimulate reading interest,improve their comprehension of articles,enable them to acquire reading strategies,and improve their reading ability.Through making mind mapping teaching experiment,it provides some suggestions for junior high school reading teaching:firstly,teachers should renew reading ideas,who teach reading methods to students rather than grammar knowledge,so as to improve their understanding of articles.Secondly,teachers should highlight the students' importance and cultivate the ability of self-learning in the process of teaching.last,teachers should change reading teaching mode.They can use mind mapping to create a positive classroom atmosphere,in order to increase students' reading interest and promote students' reading comprehension ability.