A Study on How Middle School Students Structure the Mind Map Abstract Mind Map, as a novel and powerful technique has been accepted and popular in English teaching field。 This thesis mainly study how middle school students structure their Mind Maps, as the memory and evaluation aid, in the post-reading phase。 In the experiment in this thesis, middle school students are asked to structure their Mind Maps, which are used as the material for analyzing。 76548

According to the experiment, it is shown that middle school students have their characteristics of the Mind Map and thinking mode, which may different from adults or teachers, such as different choices of words, novel modes of organization and application of visual image tool。 And their Mind Maps also indicate factors influence students’ understanding of reading text, such as the title, main ideas and deep understanding of the text and so on。 So teachers, as the better facilitator, can help students not only structure an adaptive and right Mind Map, but also foster their ability to reading。 Therefore, the findings in this thesis are valuable and significant for the better application of Mind Map in reading teaching in the middle school。 

Keywords: Mind Map; Buzan; post-reading; student-centered; facilitator; 

对初中生如何构建思维导图的研究

摘  要随着教学改革与创新的要求，思维导图作为一种新兴并且强大的工具被越来越多地运用在教学的各个领域和方面中。而将其作为一种记忆和评估的手段是现在较为广泛运用的功能之一。而本文就主要着眼于因思维导图在初中英语阅读教学，尤其是在其能充分发挥记忆和评估手段的“读后”阶段的的运用。经前人的实践，传统的教师中心模式逐渐转化发展为学生中心模式--学生自己构建思维导图教师作为辅助、促进者角色。

本文的分析研究都建立于学生根据对课文理解所自主构建的思维导图来作为实验依据。通过初中学生如何构建思维导图，发现初中生在构建思维导图时具有的特点与可能和成人所不同的思维模式，如选词偏向、组织方式和视觉工具等。从学生所构建的思维导图中找出学生在阅读时可能发生的问题以及影响其正确理解课文的原因，如主旨把握，文意理解等等。在实验过程与分析数据中，验证前人对于思维导图的发现，同时存在实践中的新问题与启示。而最后，对教师如何更好地“学生中心”模式中的辅助者与促进者的角色，根据前面发现的问题与特点来有根据的、针对性的提出了启示与建议。本文对于未来更好地将思维导图融入初中英语阅读教学有一定积极意义。

毕业论文关键词：思维导图；博赞；初中英语阅读教学；学生中心；

Contents

1。 Introduction 1

2。 Literature review 1

2。1 The function rationale of the Mind Map 1

2。2 The appropriate way of study on how students structure own Mind Maps 2

2。2。1 The primary and effective application of Mind Map: memory and evaluation aid 2

2。2。2 The adaptive and feasible field for application of Mind Map: post-reading phase 2

2。3 The superiority of Student-Centered Mode and the importance of knowing how students structure their Mind Maps 3

3。 Methods 4

3。1 Experiment process 4

3。2 Aims and significance 4

4。 Results and Discussion