On Junior High School English Reading Teaching Based On Mind Map

Reading teaching is one of the most important parts of English lessons in junior high school.How to effectively improve students' reading ability has been a major problem for English teachers in junior high school.In English reading teaching,teachers often pays too much attention to explaining sentence patterns,grammatical knowledge,but neglects to train students' thinking ability.To solve this problem,Mind Map is used to design English narrative reading teaching in junior high school in this research.It aims to provide English reading teaching reference for Junior high school English teachers.According to the junior high school reading skills goal in English curriculum standard,and schema theory,the author adopts research methods of questionnaire and interview and puts junior high students and teachers in XX junior high school in Changsha,Hunan as research object to know students' reading strategies,interest and teachers' reading teaching methods and then analyzes the problems existing in English reading teaching in junior high school after extensive reading related literature.According to the author's statistical analysis on reading genre in the ninth grade of junior high school English in the pep edition,narrative is the most frequently genre.Therefore,the perspective of this study is English narrative reading teaching design in junior high school based on the mind map.Based on the analysis of teaching material,students,teaching important and difficult points and the present English reading teaching in junior high school,this study develops objectives for narrative reading strategies,constructs narrative schema structure,designs narrative Mind Map,constructs teaching strategies from schema activation,reading comprehension,application and consolidation and then designs teaching process of pre-reading,while-reading and post-reading based on Mind Map.This study also designs teaching evaluation from students and teachers.Through classroom practice,it is found that students' interest in reading and their ability to apply reading strategies have been improved according to the grading of teachers and interviews with students.This study rethinks and revises the teaching design based on the after-class evaluation,so as to present the best teaching design.It can be used for reference in junior high school.