The Application Of The Mind Map To English Reading Teaching In Junior High Schools

English reading is one of the most important criteria measuring students' language learning abilities,yet the fail for teachers to make texts systematic and structured in practices make it hard to improve students' reading skills.The most common teaching method in English reading is the type of “Bottom to Top”,which means focusing,on the explanation of new words and grammar structures with a sacrifice in analysis of the whole text.Mind map can effectively promote the visualization and logicalization of reading materials,therefore to help students in understanding,remembering and using reading materials.Although the mind map has been applied to various subjects according to statistics,the application of mind map in junior high school is of little examples.This study takes experimental school as an example to make a research of the strategies of application of mind map in junior high school English reading class and and its influences.The experiment shows that mind map is beneficial for teachers to enrich the teaching content and run the class effectively.For students,using mind map can help them to understand the reading material,thus to improve students' reading comprehensive ability.As an auxiliary tool during English reading teaching and post-reading activities,mind map provides an effective way for students to improve their skills of listening,speaking,reading and writing thoroughly.Through contrasted experiment,questionnaires and interviews,the author introduced the concepts and principles in the application of mind map in English reading teaching and the strategies refer to the application of mind map,such as accuracy,immediacy and utilizable,for the sake of applying effective reference for researches in the influences of application of mind map in English reading teaching for junior high school students.