Application of the 3-Step Mind Map Approach in Senior High School English Reading Teaching
DOI:
https://doi.org/10.17507/jltr.1406.34Keywords:
mind map, English reading ability, thinking quality, information structure, image schemaAbstract
In an effort to enhance students’ English reading ability and thinking quality, this study proposes a 3-Step Mind Map Approach based on information structure and image schema. A comparative experiment was conducted in a senior high school setting with 78 students to evaluate the effectiveness of this approach. The experimental class, taught through the 3-Step Mind Map Approach, outperformed the control class, instructed with traditional methods, in both reading ability and thinking quality. This study highlights the potential of using mind maps as a useful tool in English reading teaching and promoting students’ thinking quality.
References
Bloom, B. S., Englehart, M. D., Furst, E. J., & Krathwohl, D. R. (1956). The taxonomy of educational objectives. David McKay.
Buzan, T. (2018). Mind map mastery. Watkins Media
Chafe, W. L. (1976). Givenness, contrastiveness, defiiteness, subjects, topics and point of view. In C. Li (ed.). Subject and topic. (pp. 25-55). Academic Press.
Eppler, M. J. (2006). A comparison between concept maps, mind maps, conceptual diagrams, and visual metaphors as complementary tools for knowledge construction and sharing. Information Visualization, 5(3), 202-210.
Faramarzi, S., Moradi, M. & Abedi, A. (2017). Comparing the effect of thinking maps training package developed by the thinking maps method on the reading performance of dyslexic students. Journal of Psycholinguistic Research, 47(3), 627-640.
Halliday, M. A. K. (1994). An introduction to functional grammar. Edward Arnold.
Hyerle, D. (2004). School-based research, results, and models for achievement using visual tools. Corwin Press.
Kant, I. (1929). Critique of pure reason. (N. K. Smith, Trans.). St. Martin’s Press.
Lakoff, G. (1987). Women, fire, and dangerous things: What categories reveal about the mind. University of Chicago Press.
Li, Y. (2021). The application of “mind map” in senior high school English writing teaching [Unpublished master’s thesis]. Ha Erbin Normal University.
Ma, W., & Yu, C. (2008). Si wei dao tu fu zhu gao zhong ying yü yü pian jiao xüe li lun tan tao [A theoretical research on the application of mind map in English discourse analysis in senior middle school]. Modern Educational Technology, 18(3), 55-58.
Meier. P. S. (2007). Mind-mapping—a tool for eliciting and representing knowledge held by diverse informants. Social Research Update, 52, 1-4.
Ministry of Education. (2017). Pu tong gao zhong ying yü ke cheng biao zhun [National English curriculum standards for senior high school]. People's Education Press.
Stokhof, H., de Vries, B., Bastiaens, T., & Martens, R. (2020). Using mind maps to make student questioning effective: Learning outcomes of a principle-based scenario for teacher guidance. Research in Science Education, 50, 203–225.
Sun, J. (2018). He xin su yang shi jiao xia gao zhong sheng ying yü yüe du si wei pin zhi pei yang ce lüe [The strategy for cultivating senior middle-school students’ thinking quality in English reading in the perspective of core quality]. Theory and Practice of Education, 38(32), 51-53.
Swamy. B. K. & Kulkarni. P. A. (2006). Intelligent decision making based on pattern matching & mind-maps. Proceedings of the 10th WSEAS international conferences on computers. World Scientific, Engineering Academy and Society (WSEAS), 492-497.
Wang, L. (2019). Research on the application of the mind map in English grammar teaching. Theory and Practice in Language Studies, 9(8), 990-995.
Yan, S. (2016). Si wei dao tu: you hua ke tang jiao xüe de xin lu jing [Mind mapping: New path of optimizing classroom teaching]. Education Science, 32(3), 24-28.
Yuan, R. (2019). Analysis and teaching design of the "BA" sentence from the perspective of language information structure [Unpublished master’s thesis]. Qingdao University.
Zhang, Y. (2020). Gao zhong sheng ying yu yue du wen ti xian zhuang diao cha ji dui ce yan jiu [A study of senior high school students’ English reading problems and corresponding countermeasures]. Yunnan Normal University.
