论文总字数：53484字

摘 要

英语阅读教学是英语学习中重要的一个环节。在目前，许多中学老师仍然用传统的方式进行英语阅读教学，重视学生语法的传授，忽视信息的整体把握。思维导图是一个可以被作为学习辅助手段而广泛使用的可视化的工具。思维导图所运用的颜色鲜艳的图片，各式各样的形状，五彩斑斓的颜色，可以使学习过程生动有趣，不再像以前那样枯燥无趣。本研究的调查方法主要是文献查阅法和实验法。思维导图能够帮助学生提高阅读效率，激发学习热情，和释放学习压力。在理论意义上和实际应用中，思维导图可以显著提高初中英语阅读教学水平，提升学生的英语阅读能力。本论文主要通过对学生个体案例研究和学生群体案例进行实验，探究思维导图在初中英语教学过程中的作用与意义。

关键词：思维导图；中学学生；英语阅读教学

Contents

1. Introduction..............................................................................................1
2. Literature Review....................................................................................5
   1. The Definition of Mind Map...................................................................5
   2. The Theoretical Basis of Mind Map.......................................................6

2.3 The Relationship between Mind Map and English Reading....................8

2.4 The Methods of Mind Map Production....................................................9

3. Mind Map in Middle School English Reading Teaching.....................10

3.1. The Definition of Reading.................................................................... 10

3.2 Major Problems in Middle School English Reading Teaching...............12

3.3 The Use of Mind Map in English Reading Teaching..............................13

4. The Experiment of Mind Map in English Reading Teaching.............15

4.1 Experimental Study of Mind Map in Individual Case............................15

4.2 Experimental Study of Mind Map in Group...........................................17

4.3 Experiment Conclusion...........................................................................22

5. Enlightenment of Mind Map to Middle School English Reading Teaching.......................................................................................................22

5.1 Cultivation of Reading Strategy and Interest in English Reading Teaching........................................................................................................24

5.2 Attention Paid in Relationship between Content and Real Life..................24

5.3 Full Play of Students’ Main Role............................................................24

Works Cited.................................................................................................26

1. Introduction

English reading is an important part of English learning. Mind map is a visual tool that can be widely used as a learning tool and effective English reading methods designed can help students improve their learning efficiency, stimulate their enthusiasm for learning, and release their learning pressure. It is of theoretical and practical significance to improve junior middle school English reading teaching and students" English reading ability.

• 1. Research Background and Research Issues

This section mainly introduces the research background, which mainly has two aspects:

(1) The importance of English reading

(2) Teaching status of junior middle school English reading

Considering these two aspects, I put forward the research question, a topic how to design an efficient reading class which has been worth studying for teachers and researchers working on the frontline. I try to combine the mind map with English reading to improve students" reading efficiency.

• • 1. Research Background

the importance of English reading

In current society, the updating cycle of knowledge is becoming more and shorter in the result of the rapid development of science and technology. In the face of the these ever-changing new knowledge and new skills, we only keep learning to adapt to the needs of this society and development. As an important learning skill, reading is the main way for learners to exchange knowledge. In real life, second language learners have good reading ability, so they can better use this advantage to learn foreign culture than those don’t acquired.

teaching status of junior middle school English reading

In English teaching, besides the traditional listening, speaking, and writing teaching, reading teaching is also an important segment. It is not only an important way for students to acquire knowledge, accumulate vocabulary and cultivate language sense, but also an important channel for students to obtain information. Secondly, English reading is also an important window to broaden students" world culture. English reading should not only convey the language knowledge, but also deeply dig into the reading materials.

In our traditional reading teaching class, teachers are the masters of the classroom. Teachers teach hard, but most students can"t read very well. The teacher takes the reading course as a grammar lesson and the teaching process excessively emphasizes the explanation of the language knowledge, leading to the students only understand the superficial meaning of the article, but cannot dig deeply into reality. This kind of reading teaching method ignores learners" subjective initiative and cannot be conduced to the cultivation of learners" reading ability.

1.1.2 Research Issues

Reading is the most important means of understanding and absorbing language information. It not only provides students with rich learning resources, but also helps students enlarge their vocabulary and understand the social culture. However, in the actual English learning, the reading text is diversified, the vocabulary and information are large, and the structure of the text is more complex. To select the topics, we not only pay attention to the understanding of the details of the article, but also pay attention to the overall structure. In the current reading study, most of the students adopt the way of doing a large of exercises. In this way, their understanding of the language is only on the superficial layer, but their ability would not be improved. How do teachers and researchers organize effective English reading activities in class? This is a topic worth be explored by all of us.

Mind map is a visual tool to express divergent thinking. Mind map"s pictures, shapes and colors make the learning process lively and interesting, not as boring as before. In many occasions, a vivid picture is better than one thousand tedious words. It helps learners learn new knowledge, assimilate or adapt new knowledge to the original knowledge structure, form knowledge network, and speed up the process of knowledge acquisition and retrieval.

I find that English reading has always been a hot and difficult point in the study of English teaching. Although the research on reading teaching is increasing at home and abroad, there is always a lack of effective practical method. During that period, though reading teaching has been greatly improved through the efforts of many scholars, there still exist some shortcomings.

Mind map is just aiming at the problem of English reading teaching. Therefore, I do research in this field. I hope to combine the mind map with English reading well to help the learners build their own knowledge network and improve the interest and efficiency of the learners" English reading and learning.

• 1. Research Aims

This paper is mainly carried out in two aspects:

first, introduce mind map into junior middle school English reading teaching. Through the study of Tony Buzan"s mind map, the concepts, basic features and drawing principles of mind map will be understood by all the readers. Mind map will be used as a tool for teaching and as visual tools of the students" thinking in combination with the characteristics of English reading in junior middle school.

Second, we should draw on the significance of mind map to stimulate students" interest in reading.

• 1. Research Significance

1.3.1Theoretical Significance

Mind map is a learning tool which is influenced by modern brain science theory. In the classroom, the drawing of mind map is the process of students" independent selection, processing information, and the active construction process of the original knowledge and new knowledge. The learners can use mind map to combine the new knowledge with the old knowledge effectively, help them expand and perfect the brain network, optimize the learning activities and improve the efficiency of reading.

The theory of modern brain science emphasizes the rational use of left brain and right brain to stimulate the potential of the brain. Therefore, the combination of mind map and reading teaching can widen the application field of modern brain science theory.

The mind map is also a visual thinking tool with powerful functions. It is convenient in form and is not restricted by the conditions of time, space, environment and equipment. Students need just a pen and a piece of paper to draw the thinking patterns on the paper by forming a center point, node, branch and symbol group. Learners use mind map as a visual thinking tool to carry out reading learning activities, and they will visualize related reading contents. To some extent, this study helps enrich knowledge visualization theory, and makes knowledge visualization theory more theoretical and instructive.

1.3.2 Practical Significance

I have summed up some practical skills through the teaching practice and have experienced a process of improving students" reading ability. Mind map not only enables students to quickly find knowledge points in reading, but also makes learning process happy and easy, to achieve an efficient class. I think that the application of mind map in junior middle school English reading class can provide instructive guidance for first-line teachers. Besides, the most important thing is that this research can bring practical helps to students.

First, stimulate students" interest in reading and improve their reading ability. During the teaching experience, I introduce the frame of mind map and explain the skills of drawing. Mind map is a useful tool to help students read English articles more effectively, thereby improving their ability to store information and solve problems.

Second, systematically build knowledge system and improve learning efficiency. Students often complain that knowledge is very fragmented, and they don"t know how to integrate knowledge system which can be solved by mind map. Students can draw pictures by drawing themselves and discussing with their classmates, and then hand in the pictures, and teachers can give students a quick and effective guidance in the classroom.

Third, improve students" divergent thinking and logical reasoning ability. By constructing mind map, students can quickly comb out the structure of the article and have a comprehensive understanding of the whole article"s information. Besides, mind map can help students memorize content quickly, and can easily recall and review through drawing.

1.4 Research Methodology

According to the research issue in this paper, combined with the actual situation of the survey school, I decided to adopt the following methods to carry out the research of this thesis.

1.4.1 Documentary Research

This study collects relevant domestic and foreign literature on reading teaching and mind map. Through careful reading and sorting, I can fully understand the concept, theory and application methods of mind map, and explore the feasibility of combining it with reading teaching in theory.

1.4.2 Interviewing Method

During the study, I design an interview outline to interview some teachers and students of Kai Ming middle school, so as to understand the teaching situation of English reading in junior middle school, the attitude of teachers to the mind map, and some of their ideas on this subject.

1.4.3 Contrastive Study

Two parallel classes with the equivalent English level were selected as the experimental class and the control class respectively. In the teaching of English reading, the experimental class took mind map for reading teaching, while the control class still used the previous reading teaching methods. After the end of the semester, two classes of students carry out the reading test, then compare and analyze the data. This study can test the effectiveness of the mind map in improving students" reading ability. It also tests whether the combination of mind map and English Reading Teaching in junior middle school is beneficial to improve students" reading learning ability.

2. Literature Review

This paper starts from the related concepts of mind map, and then leads to its theoretical basis, the theory of knowledge visualization and the theory of modern brain science. Finally, it talks about the domestic and foreign research status of English reading teaching at home and abroad. Through the summary of this paper, we clarify the related concepts, namely mind map, reading teaching at home and abroad, and the relationship between mind map and reading.

2.1 The Definition of Mind Map

Mind map originated in 1970, also known as the expression of radioactive thinking. It was first put forward by world-famous brain scientist Tony Buzan. In an British radio and television station "use your brain" broadcasted in 1970, Mr. Buzan popularized the method and the term of "mind map". He also popularized the concept of knowledge tree, pointing out that it uses color, radioactive tree structure to map the key words, and the mind map is the basic work of human thinking.

Mind map can not only present individual thinking process, but also visualize knowledge structure. People use keywords, numbers, colors, signs and pictures to convey information and make thoughts lively. In this process, the logic, vocabulary, numbers, analysis of the left brain, the imagination, color and space of the right brain are combined to solve the problem of complex information. At the same time, the brain will present a corresponding radial network correspondingly. Therefore, it can bring real expression to human thinking.

In real life, people mainly use left brain to process text. Some scholars have pointed out that people only use the 40%-60% of the brain"s potential, and the mind map is complementary to the two by integrating the image thinking of the left brain and abstract thinking of the right.

Mind map is also an efficient way to note taking. The traditional way of note taking is slow, and it is easy to miss key words (Guo 22). But mind map can transform information and ideas into diagrams by using keywords, associations and pictures. The transformation and reorganization of information and knowledge can not only reshape the readers" understanding and memory of the article, but also cultivate the reader"s divergent thinking and enrich their knowledge structure. Through this method, the reader can excerpt the information flexibly. Compared with traditional note taking method, mind map can promote language reconstruction and achieve internalization of knowledge.

To sum up, I think that the mind map can be used as a schema of people"s thinking process, and it is a graphical tool to visualize the knowledge structure and the thinking process.

2.2 The Theoretical Basis of Mind Map

The theory of modern brain science emphasizes the combination of logical thinking and abstract thinking. Knowledge visualization theory refers to presenting knowledge in diagrams. These two theories support the mind map well. In this paper, the theory of knowledge visualization and the theory of modern brain science are used as the theoretical basis for the study of reading teaching based on the method of mind map.

剩余内容已隐藏，请支付后下载全文，论文总字数：53484字