Abstract:Mind mapping is a common method and instrument in the field of teaching. This research aims to investigate the function of mind mapping in junior high school reading class through the methods of experiment, questionnaire and test. The findings are: on the one side, mind mapping can thoroughly mobilize the initiative of students and improve the consciousness of being a good teacher or a student. On the other side, mind mapping is conductive to enhance the reading skills of students, strengthen their generalization and organization competence, thus to contribute to facilitating students’ reading comprehension ability.

Keywords: mind mapping  English reading teaching  English reading comprehension ability  junior high school

Content

摘要：

Abstract:

Introduction-5

1.  Literature Review-7

1.1 Research on Mind Maps-7

1.1.1 Definition of Mind Maps-7

1.1.2 Features of Mind Maps-7

1.1.3 Guidelines of Mind Maps-8

1.1.4 Previous Researches on Mind Maps both at home and abroad-8

1.2 Research on Reading-10

1.2.1 Definition of Reading-10

1.2.3 Reading Strategies-11

1.3 Research on the practice of Mind Maps in English Reading Class-12

2. Research Methodology-13

2.1 Research Questions-13

2.2 Instruments-14

2.2.1 Tests-14

2.2.2 Questionnaire-14

2.2.3 Interview-15

2.3 Materials-15

2.4 Procedures-15

2.4.1 Preparation for the Experiment-15

2.4.2 The Experiment-16

2.4.3 After the Experiment.-18

3. Results and Discussions-18

3.1 Results and Discussion on the Tests-18

3.2 Pre-tests-18

3.3 Post-tests-19

3.4 Comparison of the Post-tests between EC and CC-20

3.5 Results and Discussion on the Questionnaire-21

Conclusion-26

Major Findings and Implications-26

Limitations-28

Appendix1 An example of Mind map-29

Appendix2 Questionnaire-32

Pre-questionnaire-32

Post-questionnaire-33

Appendix3 Interview-34

Bibliography-35

Acknowledgements-36