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.
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
Contents
Abstract
摘 要
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-5
4.1 The characteristics and styles of middle school students’ Mind Maps-5
4.1.1 The frequency and choice of words extracted: verb>adjective>noun-5
4.1.2 Students’ own free thinking ways and structuring modes-6
4.1.3 The important role of visual image-8
4.2 Factors that hinder students’ reading and understanding reflected in the Mind Map-8
4.2.1 From the center image-8
4.2.2 From the hierarchy and categorization-9
4.2.3 From the branches and feedback-10
4.3 Enlightenment and advice from the analysis of Mind Map structure-12
4.3.1 The applicability of Mind Maps-12
4.3.2 Teachers, to be the better facilitator-13
5. Conclusion-15
References-17
