思维导图在初中英语阅读教学中的应用研究 ——以江苏省丹阳市华南实验学校为例

发布时间：2025-03-30 00:54

　　阅读是人们进行语言学习的重要方式之一,英语阅读是用英语获取信息并且拓宽人们视野的重要途径,《初中英语新课程标准》也强调了英语阅读能力培养的重要性,并对初中英语阅读技能进行了分级定位,明确提出了要培养学生的英语综合运用能力。已有调查表明,受传统英语阅读教学模式影响,大部分学生阅读过程中专注信息查找、语言点记忆,而归纳、概括和推理方面关注不够。这在一定程度上影响了学生英语阅读综合能力的提高,也影响学生的阅读兴趣和积极性。本研究主张将思维导图运用于初中英语阅读教学解决上述主要问题。思维导图即心智导图,20世纪60年代由托尼·博赞(Tony Buzan)提出,被认为是表达发散性思维的有效工具,能同时激活人的左右脑,通过关键词、图形、颜色等来提高人们的理解、记忆和创造性思维能力。在国外思维导图被应用于诸多领域,尤其是在教育领域常被作为教学设计的辅助手段。国内自托尼·博赞到中国开展一系列培训活动起,思维导图的应用逐渐兴起,初中英语阅读教学的研究也开始运用它,但多以激发学生的学习兴趣和提高学生的阅读能力为主。本研究基于提倡以学生为中心的课堂教学这一前提,将思维导图应用于初中英语阅读教学,具体探讨如何运...

【文章页数】：100 页

【学位级别】：硕士

【文章目录】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
    1.1 Background of the Research
    1.2 Significance of the Research
    1.3 Methods of the Research
    1.4 Structure of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Researches on Mind Map
        2.1.1 Definition of Mind Map
        2.1.2 Characteristics of Mind Map
        2.1.3 Previous Researches on Mind Map Both at Home andAbroad
            2.1.3.1 Researches on Mind Map Abroad
            2.1.3.2 Researches on Mind Map at Home
    2.2 Theoretical Basis of Mind Map
        2.2.1 Schema Theory
        2.2.2 Spreading Activation Theory
        2.2.3 Social Constructionism Theory
        2.2.4 Left/Right Brain Thinking
    2.3 Researches on Application of Mind Map in English Reading
        2.3.1 Definition of Reading and Learning Plan
        2.3.2 The Design of English Reading Learning Plan Based onMind Map
            2.3.2.1 The Difference Between the Reading Learning PlanBased on the Mind Map and the Traditional Learning Plan
            2.3.2.2 The Three Stages of the Learning Plan Based on MindMap
            2.3.2.3 Basic Design Method of Learning Plan Based on MindMap
            2.3.2.4 The Methods of Assisting Reading Teaching by UsingLearning Plan Based on Mind Map
CHAPTER THREE RESEARCH METHODOLOGY
    3.1 The Purpose of the Research
    3.2 The Hypothesis of the Research
    3.3 Research Design
        3.3.1 Research Objects
        3.3.2 The Design of the Research
        3.3.3 The Tools of the Research
    3.4 An Example of the Application
    3.5 The Implementation of the Experiment
        3.5.1 Pre-test of the Experiment
        3.5.2 Two Questionnaires in the Early and Middle Stages of theExperiment
        3.5.3 The Article Retelling Assessment Table in the Later Periodof the Experiment
        3.5.4 Interview Questions in the Later Experiment
        3.5.5 Record Sheet on Case Analysis of Different Unit Tests
    3.6 Basic Ideas of Practice Research
CHAPTER FOUR RESULTS AND ANALYSIS
    4.1 Analysis of Pre-test Data and Post Test Data
    4.2 Completion of Recitation of the Text in Experimental Class
    4.3 Results of Questionnaires and Interviews in Experimental Class
        4.3.1 Results of Questionnaires in Experimental Class
            4.3.1.1 Collection and Analysis of Preliminary Questionnaire
            4.3.1.2 Collection and Analysis of Later Questionnaire
        4.3.2 Results of the Interview Survey in Experimental Class
    4.4 Case Analysis of Experimental Class
    4.5 Discussion of Experimental Results
CHAPTER FIVE CONCLUSION
    5.1 Major Findings
    5.2 Limitations of the Study
    5.3 Suggestions for Future Researches
REFERENCES
中文参考文献
APPENDICES
    Appendix 1 A Questionnaire on Students’ English Reading Interestand Reading Strategies(Before the Experiment)
    Appendix 2 A Questionnaire on English Reading Teaching by Usingthe Mind Map (After the Experiment)
    Appendix 3 Article Retelling Assessment Table (Before and Afterthe Experiment)
    Appendix 4 Outline of Interviews With the Students inExperimental Class
    Appendix 5 The Pre-test Paper
    Appendix 6 The Post Test Paper
ACKNOWLEDGEMENTS



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