Research On The Application Of Mind Map In The Teaching Of English Reading In Senior Elementary School

In the senior English teaching in elementary school,the proportion of English reading has increased significantly."Compulsory Education English Curriculum Standards" clearly states that at the end of the sixth grade,with the help of teaching aids such as pictures,students should be able to understand and read small English passages,and eventually develop the habit of reading according to intention.For senior elementary school students,they have strong hands-on ability and have gradually changed from concrete image thinking to abstract logical thinking.They have begun to use logical reasoning and other methods to learn and solve problems.They can successfully complete the English reading aspects mentioned in the curriculum standards.However,there are many problems in the current English reading teaching in the senior elementary school.In reading teaching,what the teacher says,students learn what they do.The teacher's lectures are the main ones.What the students learn relies on a lot of repetitive and mechanical exercises.Therefore,English reading teaching in primary schools urgently requires the intervention of a new teaching tool to promote students' thinking and allow students to learn English actively.The mind map is intuitive and logical.It is a powerful thinking tool.It can construct the discourse knowledge network by drawing the logical sequence of the text,which can strengthen the internal connection between knowledge.This study attempts to apply the tool of mind mapping to English reading teaching in senior elementary school.It aims to develop students' thinking ability by drawing the mind map of text in the process of English reading teaching,and to stimulate their interest in English reading and teachers' reading teaching level.In this study,two homogeneous classes in an experimental primary school in a city in Anhui Province were used as experimental objects.One was a control class and the other was an experimental class.A total of 97 students took 3 months.Questionnaires,experiments,interviews,and literature research method collects data for analysis and discussion,and draws research conclusions.First,this study investigated the reading status of senior elementary school students through questionnaire surveys,and made reasonable selection of homogeneous groups in combination with detailed classroom instruction to ensure the homogeneity of the control and experimental classes.Secondly,the front and back of the selected experimental class and control class are implemented and tested by experimental methods,so as to scientifically and rigorously ensure that the effects of the experimental curriculum are explained;at the same time,in order to avoid blind areas of the experimental method,the author is still Interview teachers before,and issue and collect "curriculum feedback forms" for students in the experimental class after the end of the experimental course,in order to more fully use the mind map in English reading teaching for senior elementary school Effect research.Finally,the experimental data is analyzed and explained by SPSS 21.0.The study found that there was a significant difference in reading scores between the experimental and control classes before and after the experiment.Due to the use of mind maps in the reading teaching of the experimental class,the pre-test and post-test reading scores of the experimental class students improved significantly,while the pre-test and post-test reading scores of the control class students had little difference and did not improve significantly.Therefore,it was found that the application of mind maps in English reading teaching in senior elementary schools in this study can stimulate students' interest in reading learning and improve students' reading performance,and then have some inspiration and reference for teachers' English reading teaching methods.