ISSN: 2226-6348
Open access
Reading is one of the key skills in English learning and is of great significance to middle school English teaching. Mind map, as an effective graphical reading tool, help improve students' reading comprehension ability and learning interest. However, at present, there are relatively few studies on the application of mind mapping in English reading teaching at the middle school level. Therefore, this study adopts a mixed research method such as classroom observation, questionnaire survey and interview to conduct a systematic investigation on the application of mind mapping in middle school English reading teaching. The research results show that: (1) Most teachers and students hold a positive attitude towards the application of mind maps. (2) Mind maps are commonly used in junior high school English reading teaching, especially in the classroom for the structural analysis and expression of logical relationships. (3) The effective use of mind maps still faces challenges, including students' lack of autonomous use, teachers' lack of feedback after class, and teachers' limited time for lesson plans. This research aims to provide effective teaching references for junior high school English teachers and promote the reasonable application of mind maps in junior high school English reading teaching.
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