摘要：思维导图是托尼·巴赞于1970年提出，逐渐在国外各个领域开展了广泛的应用。在我国教育领域，思维导图在高中和初中应用比较广泛，但在小学教育中应用大部分会直接选择套用初高中的运用形式，这也给思维导图在小学的运用带来了一些阻碍。本研究希望能将思维导图广泛的应用于小学英语阅读课的教学中，探讨对于小学英语阅读课程使用思维导图的合理运用方案，以及老师和学生都持有的态度。

基于阅读和思维导图的理论基础，笔者结合在成都市上东小学的实习经历，以该小学六年级学生为实验对象，在确定了两个班级在英语阅读成绩上无显著差异后，通过问卷调查法、教学研究法、访谈法这三种调查方式对于上述的两个问题进行了研究与解答。

本研究发现，学生应用思维导图可以使他们的英语阅读理解的能力得到提升，同时学生对于思维导图的喜爱程度也相对比较高。而绝大多数老师对于思维导图融入教学这一点都比较认同和接受，对于思维导图未来的发展和实施也都抱有希望。因此，本研究对于将思维导图运用于小学英语阅读教学中能够激发学生阅读的兴趣，提高学生阅读成绩和老师如何正确运用思维导图有一定的启示作用。

关键词：思维导图 阅读 小学英语阅读教学

Contents

Abstract

摘要

1. Introduction-1

1.1 Background of the Study-1

1.1.1 Present Situation of English Reading Teaching in Primary Schools-1

1.1.2 Age and Cognitive Characteristics of Pupils-2

1.2 Purpose of Research-2

1.3 Significance of the Study-3

2. Literature Review-4

2.1 The Concept of Reading and Mind Map-4

2.1.1 Reading-4

2.1.2 Mind Map-5

2.2 Review of Mind Map in English Reading Teaching-6

2.2.1 Mind Map in College English Reading Teaching-6

2.2.2 Mind Map in Middle School English Reading Teaching-7

2.2.3 Mind Map in Primary English Reading Teaching-8

3. Methodology-10

3.1 Research questions-10

3.2 Research Objectives-10

3.3 Research Subject-10

3.4 Research Method-11

3.4.1 Methods for Data Collection-11

3.4.2 Data Analysis Method-12

4. Findings and Discussion-13

4.1. Status Quo of Teachers' Using Mind Map-13

4.1.1 Teachers' Understanding and Application of Mind Map-13

4.1.2 Teachers' Attitudes Towards Mind Map-14

4.2 Basic Information on Students' Use of Mind Map-15

4.2.1 Students' Understanding of Mind Map-15

4.2.2 Students' Affection of Using Mind Map-15

4.3 The Influence of Using Mind Map to Student Scores in English Reading Class-16

4.3.1 Classroom Experiment Implementation Process-16

4.3.2 Reading Scores after Using Mind Map-19

4.4 Reasons for Influencing the Use of Mind Map-21

4.5 Suggestions in Research-22

4.5.1 Mind Map Needs to be Student-centered-23

4.5.2 The Mapping of Mind Map Needs to be Based on Group Cooperation-23

4.5.3 Enhanced Reading Skills and Proficiency-23

4.6 Brief Summary-24

5. Conclusion-26

5.1 Implications of the Research-26

5.2 Limitations of the Research-26

Bibliography-28

Appendice-30

Acknowledgements-36