A Research On The Effectiveness Of Mind-mapping Theory On English Teaching In Middle Schools

Modem English teaching in middle schools has become an unavoidable trend in the teaching development. Thus, it is a very important topic in the English teaching reform to strengthen middle school students’English interest and improve the effectiveness of English teaching by using modern educational theories.Mind Mapping is a kind of effective visual graphic thinking tool, which is widely applied to the education field. This instructional tool has been used teaching practice in many subjects in middle school. The writer aims to make use of this widely-accepted tool to find out and design an effective English teaching model in middle schools and verifies it in the empirical experiment.This research analyzes the development of mind mapping at home and abroad. Under the guidance of visualization, radiant thinking, constructivism and schema theory, the writer puts forward the design of implementing mind mapping theory in middle school English teaching. Meanwhile, this theory is applied to the practical teaching and teaching experiment. By using questionnaires, interviews and data collected from pre-test and post-test as reference, the writer wants to prove the feasibility and effectiveness of middle school English teaching applied to mind mapping.The participants in this study are students of Class7 and 8 in Grade 3 from Hang Zhou Jinxiu Middle School. There are 116 students all together in the control class and in the experiment class. And both classes are parallel classes. These participants in the experiment are required to have English classes applied to the mind mapping theory in different class types in daily English teaching while the teacher uses the traditional teaching methods in the control class. The research starts in October 2015 and ends in December 2015. lasting 3 months. The writer takes advantage of literature method, questionnaire survey method and empirical method to collect experiment data. By using SPSS.16.0, the writer carries out T-test and Z scores test to draw the conclusion that there is significant difference in the control class and the experiment. In other words, applying mind mapping theory in middle school English teaching can increase the students’interest and initiative greatly, which can enhance learning efficiency and the ability to swiftly obtain information in vocabulary, grammar, reading and writing aspects. It can improve the middle school students’basic learning ability and their overall grades.This research can be divided into five chapters. In the first chapter, the writer makes a research on mind mapping theories and middle school English teaching and puts forward the research questions to lay the foundation for further study. In the second chapter, the writer conducts literature review and has a detailed analysis of the relevant theories at home and abroad. In the third chapter, the writer designs the research plan, which contains the preparation before the experiment and the implementation of the experiment. In Chapter four, the writer collects and analyzes the experiment results and draws the conclusion that mind mapping can enhance the students’vocabulary, grammar, reading and writing ability and serve as an effective supplementary teaching tool. In chapter five, the writer makes a summary, puts forward the reflection and the further research direction.