建构主义视角下思维导图在初中英语阅读教学中的应用研究

A Study on the Application of Mind Mapping in Junior High School English Reading Teaching from the Perspective of Constructivism

摘要: 本研究基于建构主义视角，探讨思维导图在初中英语阅读教学中的应用效果。传统阅读教学偏重词汇语法讲解，忽视学生思维建构与文本整体理解，导致学生阅读兴趣不足、能力提升受限。建构主义强调学习者的主动参与，而思维导图作为可视化工具，能够有效梳理知识、整合信息，促进学生理解。通过对师生进行问卷调查及信效度分析，结果显示：教师普遍熟知并经常使用思维导图，高度认可其在帮助学生理解文章结构、提升阅读能力、增强课堂参与感和学习兴趣方面的优势；学生亦普遍知晓并使用思维导图，深切感受到其对阅读能力和成绩的积极作用。研究表明，思维导图在初中英语阅读教学中成效显著。但学生在自主绘制方面仍存在困难，需教师加强引导。未来可进一步探索思维导图与其他教学策略的融合路径，以推动阅读教学方法的创新。

Abstract: This study, based on constructivism, explores the application effect of mind mapping in junior high school English reading teaching. Traditional reading teaching emphasizes vocabulary and grammar instruction while neglecting students’ thinking construction and holistic text comprehension, resulting in a lack of reading interest and limited ability improvement. Constructivism emphasizes learners’ active participation, and mind mapping, as a visualization tool, can effectively organize knowledge and integrate information to facilitate students’ understanding. Through questionnaire surveys administered to teachers and students, along with reliability and validity analyses, the results show that teachers are generally familiar with and frequently use mind mapping, highly recognizing its advantages in helping students understand text structure, improve reading ability, and enhance classroom participation and learning interest. Students are also generally aware of and use mind mapping, deeply perceiving its positive effects on their reading ability and academic performance. The study indicates that mind mapping demonstrates significant effectiveness in junior high school English reading teaching. However, students still encounter difficulties in independently constructing mind maps, which requires teachers to strengthen guidance. Future research can further explore the integration pathways of mind mapping with other teaching strategies to promote innovation in reading teaching methods.