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Students' reading skills are becoming more and more important in teaching English. Students should improve their reading ability to get better information about the text and understand the general meaning of the text to improve their reading ability. However, the present condition of English reading teaching in junior high school is worrying. As the length of English text increases, students' interest and English ability do not improve. Most teachers in middle schools still stick to the traditional teaching methods. In reading classes, teachers devote most of their time to explaining to students the vocabulary and grammar knowledge of the text, rather than allowing students to grasp the content of the text. Students pay less attention to the background knowledge of the text and are unable to combine their existing knowledge with the knowledge they are currently learning. Students master words, phrases and reading materials in a fragmented way, without forming an overall picture of the whole text, and thus are unable to output language and write written expressions. Such English reading classes are boring, students lose interest in learning, and finally their English reading scores drop.

According to the Compulsory Education English Curriculum Standard (2011 Edition), 'by the end of Grade 8, students should be able to reach the fifth level of junior high school, which requires students to be able to understand the meaning of words based on word formation or contextual relationships; to understand the logical relationship between sentences in a paragraph; to be able to read common genres at the appropriate level; and be able to use reading strategies flexibly to obtain appropriate information according to different reading purposes.

初中英语教学论文怎么写

1.2 Research Purpose and Significance

This study applies mind map to middle school English reading teaching, using mind maps as a teaching aid to investigate whether it can improve reading efficiency and improve the traditional reading teaching mode. Compared with elementary school, the length of reading text in middle school is longer. The number of vocabulary words and long and difficult sentences has also increased. This greatly increases students' reading difficulties. As a divergent tool, mind map can identify the key words and main ideas in a chapter with the help of tree diagrams and net diagrams. Students can think and brainstorm based on these keywords and make associations with the whole text. This helps students to grasp the chapter from a macro perspective and read the profound meaning of the text. Therefore, this paper investigates whether mind map in the reading classroom affects students' interest in reading, improves reading efficiency, and helps students better understand and remember the text and retell it. Finally, through classroom practice, students can experience whether mind map can help them read in English. In addition, we will investigate whether students can re-examine reading, regain confidence in reading, learn to think in the process of using mind maps, and develop their own reading strategies through this long-term training.

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