Research On the Application of Mind Map to Reading Comprehension Teaching in Middle School

Abstract

English reading is regarded as an important way for students to obtain information and enlarge vocabulary. Reading ability of students always significantly influences the English comprehensive skills. Meanwhile, multidisciplinary integration requires active thinking ability to cope with various and more flexible questions in English reading comprehension. Therefore, employing mind map in English reading comprehension teaching will be beneficial to students. Passages can be connected through key words or phrases and graphics. Students can not only understand passages as a whole, but also command the details. In this way, students’ reading ability and reading strategy will be facilitated dramatically.The researcher selects 50 students as participants from one class of a junior high school in Shangluo City, Shaanxi Province. The study will last for two terms. Students will taught by the means of mind map in reading comprehension teaching in the second term while they will be lectured with the traditional method in the first term. The SPSS analysis of pre-test and post test scores showed that students after implementing mind map based teaching performed better than after implementing traditional method, indicating that the reading level and ability of students have been improved with the most remarkable enhancement the most remarkable enhancement at interpretive comprehension from low to moderate, then at literal comprehension remaining moderate, with value increasing. The evaluative comprehension stay the same as low. They can better utilize reading strategies to complete reading comprehension. This study suggests that using mind maps in middle school English reading teaching is effective.