英语论文哪里有？笔者认为在学生的非语言课堂参与方面，学生倾向于倾听他人的回答，并在课堂上做笔记。此外，他们保持沉默、点头或握手的行为也会减少。从相反的角度来看，非言语课堂参与的减少可以验证言语课堂参与程度的增加。
Chapter One Introduction
1.3 Research Significance
The research is full of theoretical significance and practical significance.Theyare displayed as follows.
For the theoretical significance,through the research on the effect of mind mapsin English reading teaching,this paper explores the role of mind maps in Englishreading teaching,provides fresh components for English reading teaching in primary schools,and provides theoretical support for improving the current situation ofEnglish reading teaching.Therefore,this study has certain theoretical significance.For the practical significance,by using mind maps,teachers can promotemeaningful learning,make it easier for students to accept and improve classroomparticipation.Cultivating students to apply mind maps and forming habits can makestudents have a very effective learning strategy.It can form a powerful mnemonictool through the effective organization of conceptual meaning and the establishmentof conceptual framework,thus promoting students’overall understanding of the text.This method is conducive to making students’attention highly focused,leadingstudents to diverge their thinking,improving students’ability to learn English texts,and improving the teaching quality of English reading courses in primary schools.Atthe same time,the application of mind maps can improve the teachers’computerapplication ability,and with the help of information technology,teachers can carryout diversified teaching methods to improve teachers’teaching level andprofessional quality.Therefore,this study has certain practical significance.
Chapter Three Research Methodology
3.1 Research Questions
This study aims to explore the effectiveness of mind maps in promoting theteaching of English reading in primary school.There are two research questions:
1.What impact does the application of mind maps for English reading teachinghave on students’deep learning process of reading?
2.What impact does the application of mind maps in English reading teachinghave on students’deep learning outcomes of reading?
Chapter Four Results and Discussion
4.1 Impacts on Students’Deep Learning Process of Reading
The questionnaires,directing to students’participation status and quality asmentioned,were conducted on the participation patterns of primary school studentsin English reading class during the the teaching experiment.Ninety questionnaireswere distributed and ninety valid questionnaires were collected.
To have a close look at the impacts on students’classroom participation statusand quality,the author analyzed the data from the situation of students’verbal andnon-verbal classroom participation.The descriptive frequency and independentsamples t-test were frequently used in this section.
The author analyzed the results of every item of verbal classroom participationof questionnaire 3 from QA to QG respectively.
4.2 Impacts on Students’Deep Learning Outcomes of Reading
To have a close look at the impacts on students’learning outcomes of reading,the teacher analyzed the data from the comparison of the scores.The descriptive frequency,paired samples t-test and independent samples t-test were frequently usedin this section.
4.2.1 Results and Discussion on the Scores of the Pre-test Paper and Post-testPaper of CC and EC
Descriptive frequency and independent samples t-test were frequently used inthis section.
According to the collected data about the scores of the pre-test and post-test ofCC and EC,the author has analyzed the data from four aspects.The first aspect isabout the data analyses about the scores of the pre-test between CC and EC.Thesecond aspect is the data analyses about the scores of the post-test between CC andEC.The third aspect is the data analyses about the scores of the pre-test and post-testof CC.The fourth aspect is the data analyses about the scores of the post-test of EC.Here in the following tables and figures,score 1 represents the scores of the pre-testof CC;score 2 represents the scores of the pre-test of EC;score 3 represents thescores of the post-test of CC;and the score 4 represents the post-teat of EC.
Chapter Five Conclusion
5.1 Major Findings
Based on the above results and discussion,the impacts on students’readinglearning are illustrated from the depth of students’learning process and learningoutcomes.
5.1.1 The Impacts of on Students’Depth of Learning Process of Reading
The English reading teaching based on mind maps promotes the depth ofstudents’learning process.The depth of students’learning process is mainlymanifested on students’classroom participation including verbal classroomparticipation and non-verbal classroom participation.In regard of students’verbal classroom participation,the improvement ofquestioning and responding can promote students’depth in motivational,physicaland thinking participation.Students are more willing to ask and answer questions.The phenomenon of silence in the class is decrease down under the interaction of theteacher’s effective classroom question chains and questioning and respondingstrategies.What’s more,there is a tendency that students are inclined to usingpositive verbal classroom participation patterns rather than negative non-verbalclassroom participation patterns.Students’verbal classroom participation resultsfrom the growth in students’thinking participation.
In respect of students’non-verbal classroom participation,students are inclinedto listening to others’answering,and take notes in the class.Besides,their behaviorsof keeping silence,nodding or shaking hands decrease.From an opposite point ofview,the decrease of non-verbal classroom participation can verify the increase ofverbal classroom participation.
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