A Study Of The Mind Map For Teaching From A Picture-Text Relation Angle

From a Picture-text relation angle, the thesis systematically studies the Mind Map for teaching, especially for English teaching on campus. It utilized a new way of theoretical analysis, both redefining the mind map and exploring a new way to teaching English with mind map.Theoretically, it critically summarizes the former approaches which in this thesis are creatively categorized into two aspects: mind-map as a study technique and mind-map as a diagrammatic representation. As a symbol, the mind-map on the one hand possesses its own signifier and signified; on the other hand, it functions the same as the text, signifying the content. The thesis focuses on these two significations in order to uncovering the features of mind map. Then, according to the analysis, the improved mind-map teaching mode is put into practice and is operating well, which is proved to be available as well.This thesis consists of five chapters. The Chapter One tells about the reason of topic-choosing and the background information of picture-text relation analysis. The Chapter Two introduces mind-map in terms of its definition, making-process and categorization. On the basis of the former approaches of mind-map, the thesis categorizes the mind-map study into two aspects by means of the new analysis way of picture-text relation. The Chapter Three pays more attention to the theoretical analysis. In accordance with the methodology put forward by Menghua in his On Philology, the thesis studies the signification of mind-map to the text from the point of mind-map itself signification in terms of word, sentence and semantic structure, featuring mind-map as a dynamic, structural, fragmental picture. It studies as well the dynamic relationship between mind-map and the text, especially their specialty and integrity in terms of its theme representation, content representation and the fundamental unit representation. From the analysis, the mind-map can be redefined as a non-linear systematically diagrammatical expression, visible, silent, rational, universal, special, open, unstable and symbolizing. Moreover, the mind-map for English teaching on campus can also be assigned into analytical group and symbolizing group, in another word, the diagrammatical mind-map and the pictorial mind-map. The Chapter Four, standing on the shoulders of the former approaches, applies them to English teaching on campus. By means of observation, survey, statistical analysis is found that the new way to teaching according to the dynamic relations between picture and text is better than the conventional teaching. The Chapter Five, last but not the least, summarizes the whole information in brief while reviewing the problems found in theoretical analysis as well as practical use.This thesis is not only a paper to utilize a new theoretical ways to analyses, but also an exploration to a new field of mind-map research.