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Application of Mind Maps to English Reading Teaching in Junior High School Abstract We can not deny the fact that reading plays a very important role in learning English. And English learners can gain much information and knowledge from reading. 47411
However, most students in junior high school believe that English reading is the most difficult activity and English teachers also have the same opinion. Some students at low level lose their interest in learning English because of too many difficulties in English reading. Some students can’t get good grades in English because of bad competence in reading comprehension. In order to help students solve the problems of English reading, teachers spend a lot of time and consume much energy, but the result is disappointing. In the 1970s, Tony Buzan put forward Mind Map theory which is a method of learning, organizing and storing information. Mento (1999: 2) regards mind map as a creativity-and-productivity-enhancing technique which can improve the learning efficiency of inpidual. It is such a system that can help to capture views and ideas on paper. Thus, mind maps may be beneficial to reading comprehension. And this thesis puts forward a method of applying mind maps to English reading teaching and the writer designs a series of experiments to testify the effectiveness of the mind maps in English reading teaching in junior high school. The research is to address the following two questions:
1. Can the application of Mind Maps to English reading teaching stimulate students’ interest in English reading in junior high school?
2. How is the effect of the application of Mind Maps to English reading teaching in enhancing students’ English reading competence in junior high school?
After collection and analysis of the data, it can conclude that the application of Mind Maps to English reading teaching can stimulate students’ interest and enhance students’ English reading competence in junior high school in some aspects. Mind maps can help students grasp main ideas of passages and have a better understanding of texts. Thus, students can read passages quickly and do questions of reading comprehension effectively. And according to findings, there are some suggestions for further study. We can try to apply mind maps to other aspects of teaching in order to help students get used to using mind maps. And the modes of mind maps shoule be flexible in order to adapt different passages. It can make mind maps have the biggest influence.
Keywords: mind maps; application; junior high school; reading teaching
摘要我们不能否认阅读在英语学习中起着非常重要的作用。英语学习者可以从阅读中获取大量信息和知识。
然后，很多初中学生认为英语阅读是一件非常困难的活动，英语老师也持有类似的观点。一些英语水平较低的学生认为英语阅读实在太难了，从而失去了学习的兴趣。还有一些学生就是因为阅读理解失分太多导致英语成绩不高。为了帮助学生们提高英语阅读能力，老师们花了大量的时间和经历，但效果平平。二十世纪七十年代，托尼•布赞提出了思维导图理论，它可以帮助学习、组织和储存信息。门托（1999:2）把思维导图视为提高创造力和生产力的技术，它可以提高个人的学习效率，还能帮助更好地抓住文章的核心观点和思想。因此，思维导图有可能对学生的阅读理解有帮助论文网。这篇论文提出了关于思维导图在初中英语阅读教学中的应用并设计了一系列的实验去检验思维导图在英语阅读教学中的成效。这个研究旨在回答两个问题：
1、思维导图运用于初中英语阅读教学是否能提高学生的阅读兴趣？
2、思维导图运用于初中英语阅读教学对于提高学生的英语阅读能力的效果如何？