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CHAPTER THREE RESEARCH METHADOLOGY...............................15

3.1 Research Questions.......................15

3.2 Participants............................15

3.3 Instruments..........................15

CHAPTER FOUR RESULTS AND DISCUSSION...........................33

4.1 The Application of Mind Map in High School English Reading Teaching....33

4.1.1 The Application of Mind Map in the Pre-reading Part.........................33

4.1.2 The Application of Mind Map in the While-reading Part.....................34

CHAPTER FIVE CONCLUSION................................52

5.1 Major Findings....................52

5.2 Pedagogical Implications..............................54

CHAPTER FOUR RESULTS AND DISCUSSION

4.1 The Application of Mind Map in High School English Reading Teaching

The author spent about four months conducting the English reading teachingpractice of the application of Mind Map.During the research,the researcher appliedMind Map to all the reading classes.The application of Mind Map reflected in thethree parts of reading teaching:pre-reading,while-reading and post-reading.

4.1.1 The Application of Mind Map in the Pre-reading Part

In the pre-reading part,the teacher can utilize Mind Map to introduce the culturalbackground and the text topic.And students can predict the text content by drawing amind map.

In the latest edition of the English curriculum standard of high school,there is anew requirement of developing students’competences of English subject,whichcontains language ability,cultural character,thinking quality and learning ability.Asfor the cultural character,it means the comprehension to Chinese and foreign cultureand the acknowledgement to excellent culture.The cultivation of cultural characteraims at strengthening students’national identity and patriotism,and firming students’confidence in Chinese culture.It can also help students to establish the awareness ofthe community of shared future for mankind,to learn how to get along with otherpeople and matters,and to become a cultured man with social responsibility.In orderto cultivate students’cultural character,it is very important for teachers to expand thetext background knowledge in a reading class.By using a mind map,teachers canshow students the background knowledge in a visualized way before they read thetext,letting students learn something more about foreign countries,such as culturalcustoms,traditional festivals,and historical events.With the help of Mind Map,students can construct a knowledge network related with the text content andunderstand the cultural connotation behind the text.There is another advantage ofMind Map that students’radiant thinking can get strengthened.Students can make acomparison between Chinese culture and foreign culture in the process of drawing amind map,which is a good way for them to benefit from excellent culture.

CHAPTER FIVE CONCLUSION

5.1 Major Findings

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