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3 Research Design.... 18
3.1 Proposal of the Mind-mapping-based Interactive Teaching Model....... 18
3.2 Experimental Design ...... 23
3.2.1 Research Questions .... 23
3.2.2 Subjects .... 23
3.2.3 Instruments ..... 24
3.3 Experimental Process ..... 25
3.3.1 Procedure........ 25
3.3.2 Teaching Sample ........ 26
3.4 Data Collection......... 30
4 Analysis and Discussions ....... 32
4.1 Data Analysis ..... 32
4.2 Discussions of the Mind-mapping-based Interactive....... 44
5 Conclusion....... 49
5.1 Major Findings ......... 49
5.2 Pedagogical Implications ..... 50
5.3 Limitations ......... 50
5.4 Suggestions for Further Study.... 51

4 Analysis and Discussions

After conducting the experiment for one semester, the statistic results obtained by threeexperimental instruments will be analyzed at length. The data of students’ scores of the EGand CG respectively in the two tests are in quantitative analysis by SPSS 13.0. On the otherhand, the other data from interview and questionnaires are qualitatively analyzed. In the partof the discussion, not only the replies to the three research questions are discussed accordingto theories, but also the evaluation or problems of the MBIT model encountered in actualpractice are summarized. The first questionnaire explores the current reading situation from three dimensions:interest, three-level interaction and understanding style. Its purpose is to provide Reference forthe second questionnaire which testifies whether emotional attitude will change. The headcounts of their choices to every option in one item were summed up, and the percentage of theanswers to every choice in total was calculated. The data is analyzed by the followinghistogram, with the vertical axis standing for the percentage of pupils that choose thecorresponding option and the horizontal one for the number of item.
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Conclusion

This empirical study is designed to testify the effectiveness of the Mind-mapping-basedinteractive teaching model in reading class. The author incorporates mind mapping intointeractive teaching approach on the basis of their sharing two common theories:constructivism and schema theory. She firstly proposes the model based on the three-levelinteraction and applies it to the actual practice to answer the three research questions. Somefindings are concluded in the following: mind map can be used as the tool to help students realize interactive reading,which is measured on the three levels: student-text, student-student and student-teacherinteraction. The whole process of the MBIT model is filled with the three kinds of interaction.Brainstorming before reading and scanning makes students actively interact with text. Groupdiscussion for mind mapping embodies the collaboration with peers. The steps of answeringdetails and evaluation give students opportunities to interact with teacher. Mind map isemployed to provoke multiple interactions and encourage their more engagement in readingactivities. The exchange of ideas not only is beneficial in expanding the individual cognition,but also does a good job in training their cooperative learning and communicative abilities.
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