Acase Study Of English Reading Teaching In Senior High School Based On Mind Mapping

English reading,as an essential part of English learning,occupies a key position in English teaching.According to the requirements of the new curriculum standard,as for senior high school students,the number of reading words should reach 180000 after the class.However,in the actual English teaching,teachers still adopt a more conservative reading method,which makes the students not interested in English learning,and their enthusiasm for learning is not high.Therefore,if teachers don’t make some effective reforms to these traditional reading methods,reading will lose its meaning and students will not be able to meet the requirements of the new curriculum standard.Mind mapping,as a schema tool,has its unique advantages.Teachers can use some keywords,some frameworks,some different colors to make English learning visual.Using the mind mapping can greatly improve the reading efficiency and increase students’ interest in English reading.This study mainly uses classroom observation method,based on schema theory,cognitive theory and constructivism theory.The author chooses five reading lessons from the 11 th National English Demonstration Class as the research object.Among them,the five teachers all use mind mapping to teach English reading.This study attempts to answer two questions:(1)How do teachers use mind mapping in English reading teaching?(2)What are the different effects of different types of mind mapping?The results show that: 1.There are various types of mind mapping used byteachers in English class.According to the content of the textbook,the level of students and the characteristics of students’ age,teachers will choose suitable mind mapping for teaching.The use of these different kinds of mind mapping brings the following effects.(1)Mind mapping makes the knowledge points in senior high school networked and makes the key points more prominent.(2)Mind mapping makes English Reading Teaching in senior high school more diversified,and teachers and students are easy to innovate.2.In the process of high school English reading,the use of mind mapping not only promotes the diversification of English reading teaching methods,but also promotes the improvement of students’ innovation ability.3.There are various types of mind mapping in English reading teaching.Teachers can choose different mind mapping according to their needs.The results of the study require teachers to pay more attention to the use of mind mapping in English reading teaching,and constantly improve their teaching ability.