Mind map is just aiming at the problem of English reading teaching. Therefore, I do research in this field. I hope to combine the mind map with English reading well to help the learners build their own knowledge network and improve the interest and efficiency of the learners' English reading and learning.

1.2 Research Aims

This paper is mainly carried out in two aspects: 

first, introduce mind map into junior middle school English reading teaching. Through the study of Tony Buzan's mind map, the concepts, basic features and drawing principles of mind map will be understood by all the readers. Mind map will be used as a tool for teaching and as visual tools of the students' thinking in combination with the characteristics of English reading in junior middle school. 

Second, we should draw on the significance of mind map to stimulate students' interest in reading.

1.3 Research Significance

1.3.1Theoretical Significance

Mind map is a learning tool which is influenced by modern brain science theory. In the classroom, the drawing of mind map is the process of students' independent selection, processing information, and the active construction process of the original knowledge and new knowledge. The learners can use mind map to combine the new knowledge with the old knowledge effectively, help them expand and perfect the brain network, optimize the learning activities and improve the efficiency of reading. 

The theory of modern brain science emphasizes the rational use of left brain and right brain to stimulate the potential of the brain. Therefore, the combination of mind map and reading teaching can widen the application field of modern brain science theory. 

The mind map is also a visual thinking tool with powerful functions. It is convenient in form and is not restricted by the conditions of time, space, environment and equipment. Students need just a pen and a piece of paper to draw the thinking patterns on the paper by forming a center point, node, branch and symbol group. Learners use mind map as a visual thinking tool to carry out reading learning activities, and they will visualize related reading contents. To some extent, this study helps enrich knowledge visualization theory, and makes knowledge visualization theory more theoretical and instructive.

1.3.2 Practical Significance 

I have summed up some practical skills through the teaching practice and have experienced a process of improving students' reading ability. Mind map not only enables students to quickly find knowledge points in reading, but also makes learning process happy and easy, to achieve an efficient class. I think that the application of mind map in junior middle school English reading class can provide instructive guidance for first-line teachers. Besides, the most important thing is that this research can bring practical helps to students.

First, stimulate students' interest in reading and improve their reading ability. During the teaching experience, I introduce the frame of mind map and explain the skills of drawing. Mind map is a useful tool to help students read English articles more effectively, thereby improving their ability to store information and solve problems.

Second, systematically build knowledge system and improve learning efficiency. Students often complain that knowledge is very fragmented, and they don't know how to integrate knowledge system which can be solved by mind map. Students can draw pictures by drawing themselves and discussing with their classmates, and then hand in the pictures, and teachers can give students a quick and effective guidance in the classroom.

Third, improve students' pergent thinking and logical reasoning ability. By constructing mind map, students can quickly comb out the structure of the article and have a comprehensive understanding of the whole article's information. Besides, mind map can help students memorize content quickly, and can easily recall and review through drawing. 思维导图在初中英语阅读教学中的应用探究(3):http://www.chuibin.com/yingyu/lunwen_206652.html