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ld of teaching and have done research to explore their effects. Tony Buzan proposed mind map initially for the purpose of solving the problem that the lack of logical notes taken by students in class was not conducive to their review after class, but because of its positive effects in fostering students' creativity and exercising their thinking, it has also been used in teaching. The author reviewed foreign literature on mind map in the field of teaching and found the following research results. 

Goodnough & Long believe that mind map makes students' thinking activities concrete. It allows students to better express their opinions and ideas. This enhances their enthusiasm for learning and develops students' thinking skills15. Howitt's research focuses on students' learning efficiency, and he introduces the concept of 'three-dimensional' into mind map. He believes that children are better suited to mind map than adults. It gives full play to children's imagination and promotes knowledge sharing among students16. 

Chapter 3 Research Methodology ........................... 21

3.1 Research Questions ............................. 21

3.2 Research Subjects .............................. 21

3.3 Research Instruments ....................... 22

Chapter 4 Results and Discussion ........................... 38

4.1 Results and Discussion of Questionnaires .............................. 38

4.1.1 Results and Discussion of the Pre-questionnaire ....................... 38

4.1.2 Results and Discussion of the Post-questionnaire ..................... 43

Chapter 5 Conclusions ................................. 55

5.1 Research Findings ................................. 55

5.2 Research Limitations ...................................... 56

5.3 Suggestions for Further Study ........................ 57

Chapter 4 Results and Discussion

4.1 Results and Discussion of Questionnaires

Questionnaires were administered in this study. Pre-questionnaire (See Appendix I) was jointly distributed to students in both classes at the beginning of September 2022 and was mainly about students' interest, attitude and knowledge of reading and mind map. Post-questionnaire (See Appendix II) was administered to students in the experimental class in early January 2023, mainly to investigate the changes in students' interest in reading and learning strategies, students' mastery of retelling ability, and students' feelings about the application of mind map to classroom teaching in English reading in junior high school. 

4.1.1 Results and Discussion of the Pre-questionnaire

In the early stage of the experiment, we conducted questionnaires in two classes to understand students' interest in English reading, attitude, and knowledge of mind map. A total of 100 questionnaire forms were distributed to 50 students in each class. Because the students completed and returned the questionnaires carefully in class, this ensured the validity and authenticity of the questionnaires. After collecting the data, the author investigated the reliability and the validity of the Pre-questionnaire to make sure the accuracy of th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。