Abstract:Mind map was proposed by the famous British scholar Tony Buzan in the 1960s based on the basis of the brain science. As a visualization tool of knowledge representation, mind map is also a method of radioactive thinking embodied. As a result, it is widely used abroad in many fields, especially in education. Since the mind map is introduced into the field of education, it has had a positive effect in the education teaching process. Education experts apply it to subject teaching, in order to enhance the ability of learners to acquire knowledge and to improve learning efficiency through a combination of mind maps and related courses. Compared with the mature research abroad, the researches about mind map in China are few and start late, so fewer research works are focused on education. After Wang Gongling published a paper titled “Analysis of the Mind Map Teaching Method” in 2000, the research works about mind map in the field of education have appeared in succession, while research about mind map in English teaching is still in its preliminary stage. What’s more, in Chinese English teaching, high school English teaching plays a particularly important role, which has been the main part of English teachers and students. And it is both difficult point and important point. The current status of the senior middle school English reading teaching in China focuses too much on the teaching level of words and sentences, ignores the teaching of discourse and semantics, and lacks the innovative guidance and training of the students’ reading skills, so the students’ subjectivity is not fully embodied. It is still in the traditional teaching mode, which affects the cultivation of the students reading ability and the composition of reading thoughts. However, according to the requirements of new English curriculum standard of senior middle school for English reading teaching, it is extremely important to guide students to understand and master the discourse genre structure, stimulate interest in learning English, and improve the ability of reading comprehension. As a visualization tool, mind map can clarify and visualize people’s thinking through drawing graphs. Applying mind map to the senior middle school English reading teaching can clearly show the author’s ideas, and help students to clarify the context of thinking. On the one hand, the application of mind map can let the students master the article as a whole and guide students visualize and understand the context deeply. On the other hand, the application of mind not only promote the communication between students and authors, but also increase students’ interest in learning English and improve students’ English reading motivation, so as to improve the students’ English reading abilities. Therefore, this thesis, with the English reading teaching of senior middle school as a breakthrough point, applies mind map in teaching senior middle school English in order to let more people be concerned with the mind map application in English reading, and it also plays a positive role in exploring more effective English reading strategies. Meanwhile, this thesis researches the feasibility of mind map application in senior middle school English teaching through the teaching case of the mind map application in senior middle school English teaching. This thesis also plays a positive role in the further study which will help let the mind map become an effective English reading strategy by contrasting with the traditional teaching mode.

Key words: mind map senior middle school English reading teaching application

Contents

Abstract

摘要

Introduction-1

Ⅰ Mind Map-1

1.1 The Study on the Origin of Mind Map-2

1.2 The Literature Review of Mind Map-3

1.3 The Present Situation of the Domestic Research in Mind Map-5

1.4 The Classification of Mind Map-5

1.4.1 Chart-5

1.4.2 Brainstorm or Spiders-6

1.4.3 Tree or Hierarchies-6

1.4.4 Chain-7

1.4.5 Problem/Solution-7

1.4.6 Interaction-8

1.4.7 Sketches-8

1.4.8 Circle-9

Ⅱ The English Reading Teaching-9

2.1 The Definition of English Reading Teaching-9

2.2 The Classification of English Reading Teaching-10

2.2.1 Task-based Approach-10

2.2.2 Communicative Approach-10

2.2.3 PWP-11

2.3 Differences between Mind Map Teaching Method and Other Ways-12

2.3.1 Mind Map in PWP-12

2.3.2 Mind Map in Expanding the Review Content-13

2.3.3 Mind Map in Improving the Learning Efficiency-13

Ⅲ Mind Map and Senior English Reading Teaching-13

3.1 The Application of Mind Map in Senior English Reading Teaching-14

3.1.1 Vocabulary Teaching Based on Mind Map-14

3.1.2 Discourse Structure Teaching Based on Mind Map-17

3.1.3 Review Based on Mind Map-18

3.2 Functions of the English Reading Teaching Based on Mind Map-20

3.2.1 Make the Students Thinking Clearly-20

3.2.2 Improve the Efficiency of Classroom-21

3.2.3 Form Learning Strategy and Improve the Self-learning Ability-21

Conclusion-22

Bibliography-23

Acknowledgements-25