思维地图在初中英语阅读教学中的运用_英语论文.doc

资料分类:英语论文 上传会员:白鲸 更新时间:2017-11-15
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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

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上传会员 白鲸 对本文的描述:该研究的主要意义在于利用思维地图促进学生构建自己的认知结构,拓展思维,将原本枯燥乏味的初中“填鸭式”阅读教学课转变成以学生为主体,并主动参与的趣味性阅读课;运用思......
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