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y is mainly divided into theoretical significance and practical significance. On the one hand, this paper obtains a large amount of first-hand information about front-line teaching through empirical research, including students' changes in reading strategies and their attitudes and opinions towards mind map before and after the experiment to analyze the impact of mind map in teaching.

Chapter 2 Literature Review of Mind Map

2.1 Mind Map

In this part, the author mainly introduces the definition, types, drawing methods and basic features of mind map.

2.1.1 Definition of Mind Map

Mind map was first proposed by Buzan. It is a visual, decentralized thinking tool invented based on the radioactive characteristics of the human brain3. It starts from a central point and spreads out in all directions, usually connected by key words, lines, and graphics in a regular manner. The central point is filled by words or images. Then decentralized thinking takes place. The information that comes out by thinking expands outward from the central point until it finally forms a layered, structured whole. The information is then expanded outward from the central point until a clear, structured mind map is formed. 

Mind map is a way of representing, organizing, and then illustrating knowledge using graphics and words. It can show the thought processes that people use when acquiring knowledge and solving problems4. The structure of mind map is like the structure of the human brain. It spreads from the center to the periphery, presenting a kind of tree diagram5. The first thing that lies in using mind map in reading is to identify the topic of the text. Place it in the center of the mind map, find keyword information related to the topic, and expand it outward in the form of branches. These branches are connected to the center with lines that together present the relationship between the information6. It can be said that mind map is a visual and non-linear thinking tool. It is designed to facilitate the stimulation of thinking as well as the organization of thinking7. Wang points out that mind map reflects different thinking characteristics and can stimulate students' learning autonomy, as well as their potential and creativity8.

2.2 Research on Mind Map at Home and Aboard

Scholars at home and abroad have developed a keen interest in mind map and have done a lot of researches. Mind maps have also been widely used in various fields, especially in teaching. This section describes the previous research on mind map by domestic and foreign scholars. 

2.2.1 Research on Mind Map Aboard

The concept of mind map was first introduced by the American scholar Tony Buzan in the 1960s. It was initially used to solve the problem of organizing and memorizing notes. While tutoring students, Tony Buzan found that traditional notes were arranged in a linear fashion. As the content of instruction increased, the notes became more and more redundant. This greatly increased the difficulty of memorization and was not conducive to more effective learning. Therefore, we found that introducing lines, colors, and images into the teaching to stimulate students' interest in learning. The significant advantages of mind map have been welcomed by all walks of life around the world. Many scholars have attempted to introduce them into the fie本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。