更新时间：11-15 （白鲸）提供原创文章
Abstract: In recent years, as a knowledge visualization tool, Thinking Map has aroused great attention and interest among researchers in China. However, the application of Thinking Map to English reading teaching in junior high schools still needs to be improved. This thesis tries to apply the core principal and eight types of Thinking Map to three parts of English reading teaching: pre-reading, while-reading and post-reading, combining the characteristics and specific cases of reading teaching lessons. Besides, the thesis points out the positive meanings of Thinking Map and matters needing attention in the application. The research contributes to setting up the students’ cognitive structure, expanding their minds, and changing the rigid & cramming English reading lessons to attractive ones centering on the students and their active participation. Making full use of the visual Thinking Map can be of great value to students’ better understanding of the passages’ structure and content, which can also enhance the efficiency and quality of English reading lessons in junior high schools.
Key words: junior high schools; English reading teaching; Thinking Map
CONTENTS
Abstract
摘要
1. Introduction.1
2. An Overview of Thinking Map.2
3. Current Situation of English Reading Teaching in junior high schools3
3.1 Students’ Lacking Interest
3.2 Deficiency in Students’ Emotional Need and Independent Abilities
4.Application of Thinking Map to English Reading Lessons in Junior High Schools.4
4.1 Pre-reading
4.1.1 Circle Map in Leading in Topic
4.1.2 Bubble Map in Expanding Minds
4.2 While-reading
4.2.1 Double Bubble Map in Comparing Similarities and Differences
4.2.2 Flow Map in Understanding Structure
4.2.3 Brace Map in Concentrating on Main Idea
4.3 Post-reading
4.3.1 Bubble Map in Expanding Language Use
4.3.2 Bridge Map in Forming Analogies
5. Reflection on Application .13
5.1 Significance
5.1.1 Fostering Students’ Whole Comprehension of Reading Material
5.1.2 Helping Students to Form Schemas of Reading Material
5.1.3 Promoting Students’ Integrated Skills
5.2 Suggestions
5.2.1 Considering Difficulty Level of Reading Materials
5.2.2 Centering on Students’ English Proficiency
5.2.3 Designing Multi-tasks for Class
6. Conclusion.15
Bibliography17
Acknowledgments.18