| The idea of combining modern educational technology with curriculum, break through the ideological framework of traditional teaching class, meet the development needs of the new curriculum system, activating classroom vitality has become an important research topic in the current educational circles. Introducing Mind map into English Vocabulary Teaching, become an important way to help teachers teaching and to improve students’ learning efficiency. The current research literatures on the application of mind mapping in English vocabulary teaching focus on exploring the teaching connotation, characteristics and theoretical study. However, there are few studies on the specific implementation methods in English vocabulary teaching. The aim of this research is exploring the mind map as an auxiliary teaching tool to stimulate junior middle school students’ English learning interest and divergent thinking ability, help English teachers to find an effective way to improve teaching efficiency.This paper mainly uses the literature research method to obtain the basic theory of this study and the support of the framework of the paper. Practice junior middle school English vocabulary teaching and learning by mind mapping tools. The vocabulary teaching unfolds with four kinds of mind mapping modes respectively to stimulate students’ interest in learning, guide students’ divergent thinking at different levels to expand English Vocabulary Learning. The Teaching experiment selects 2 parallel classes in grade seven of Nanchang Yunxi middle school to do a comparison test. Of which seven(1) class 54 students as the control group, the other seven(2) class 53 students as the experimental group.Design questionnaires from three aspects of the application of mind map teaching, students’ divergent thinking ability and students’ English learning interest to practice the effect of exploring mind map applied in English Vocabulary Teaching. Use Statistical tools SPSS17.0 to analyze the reliability and validity of the three questionnaires and the independent samples T test of the test results for students learning before and after. At the same time, uses S-P structural analysis method to evaluate the effect of teaching design. Through the after test scores of the experiment class students, Obtained the score matrix with 1(positive) and 0( mistake) and get the S-P curves after the sort, calculating the difference coefficient and the attention coefficient to diagnosis students’ learning problems and the characteristics of the problems that can provide the basis for the improvement of teaching design and implementation, help teachers to self-review the gains and losses of teaching strategies, detect the poor learning students early to provide important information for the analysis of the teaching situation and the improvement of the teaching effect. Thus it demonstrated the whole effect of the application of mind map in the teaching of English vocabulary.The result of the research shows, the English teaching model of mind mapping has been well received in the empirical study of experimental teaching. Students showed great enthusiasm and support in the new teaching mode. Their learning achievement, English learning interest and the ability of divergent thinking have got a certain degree of improvement. Therefore, it is expected to carry out depth qualitative and quantitative research to expand the application of Mind Mapping in subject teaching. |
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