By中学部  焦云

In middle school English instruction, mind maps as a tool have a relatively high application value. Mind mapping can help stimulate students’ thinking and improve students’ creativity and imagination.

In the instruction of English reading, accurately grasping the structure of the text is conducive to students' understanding of the text. The use of mind maps can help solve this problem to a large extent. One of the characteristics of the mind map is that it can clearly show the connection between the thinking process, the key points, and the content learned, thus making complex problems very simple, so simple that they can be drawn in the form of graphics. With the help of mind maps, students will be able to see at a glance the full picture of a problem and then extend it. Thus, this is obviously applicable to the instruction of English reading. For example, when students start with English reading, teachers can choose the method of picture display to help students summarize the knowledge they have learned, and then ask students to organize the reading content based on the cognitive schema they have mastered, so that they can immerse themselves in reading under the teacher’s guidance. In classroom instruction, teachers can pass on to the students the key points of the knowledge they have learned, and then group the students, let the students read by themselves, discuss the results of what they have learned. Then the teacher can use a format of problem design to let the group members complete the mind map collectively. In this way, students’ participation will be effectively improved, and at the same time, students’ ability to collaborate can also be cultivated. Finally, each member of the group can be given the opportunity to express their own learning and opinions, which can help other members improve their own mind maps and deepen their understanding and knowledge of reading materials.