Abstract
Mind map is a thinking tool put forward by Tony Buzan in 1960s. Its main idea is to combine the abstract thinking with the imaginary thinking. And junior middle school students are in the stage of turning to be abstract-thinking-oriented from being imaginary-thinking-oriented. So if mind map can be properly applied in the English reading teaching process in junior middle school, students’ interest will be well cultivated and strengthened and thus the quality of reading will be improved.
Based on the studies of mind map, this thesis first analyses the status and problems of English reading teaching in junior middle school. Then, by analyzing the practical applications of mind map in the teaching material of junior middle school, it shows how mind map can help to improve the reading effect and to cultivate students’ reading ability as well as to enlighten other aspects of English teaching and learning.
Keywords: mind map; English reading teaching in junior middle school; thinking tool; English reading abilities
Contents
Abstract
摘要
1. Introduction-1
2. Mind Map-2
2.1 Origins and Popularization-2
2.2 Features-3
2.3 Functions-4
2.4 Theoretical Bases-4
3. Status of English Reading Teaching in Junior Middle School-5
3.1 Importance-5
3.2 Problems-6
4. Applications of Mind Map in the Teaching of English Reading in Junior Middle School-7
4.1 In Pre-task Reading-8
4.2 In While-task Reading-10
4.3 In Post-task Reading-16
4.4 In After-class Reading-16
4.5 Enlightenment-17
5. Conclusion-18
Works Cited-20
