Effects Of Three Types Of Mind Maps On Middle School Vocabulary Learning

Modern educational technology and curriculum integration has been an important means of realizing educational modernization.English vocabulary is an important part of English learning,which is one of the prerequisites for learners to express and synthesize English.Mind map is not only a tool to help knowledge architecture,but also a way to concretize a radioactive thinking.Applying mind maps to vocabulary clarification and consolidation of junior middle school.It not only achieves the new English Curriculum Standard of the integration of modern education technology and curriculum,but also helps improve the students' interest in learning English vocabulary,cultivate students'ability to understand words and use words well so as to improve the basic ability of using language.In this study,we applied the Xmind,a mind map tool to work on the teaching experiments of English vocabulary learning effects of three different kinds of mind maps--roots based,synonym/antonym based,and context-based mind maps applied to 8th grade students in a middle school of Jingzhou,Hubei province.The methods of this study include the empirical research,literature research,questionnaire survey,teacher interview and statistical analysis.This paper is divided into five parts:the first part is the introduction,which mainly elaborates the background,the significance,and the questions of this research.The second part is the literature review,which discusses the core concepts,basic theories,domestic and foreign research status and the application of mind mapping in English vocabulary teaching.The third part is the research design,which includes the research object,the research process,the methods of data collection and analysis,and the research tool.The fourth part is the experimental research results of data analysis,which collects the relevant data by the word write performance,the questionnaire and teacher interview.We used SPSS 20 software to execute data statistics and analysis.The fifth part is the conclusion and the discussion.This part summarizes the validity of three types of mind maps applied in English vocabulary learning.Those methods not only help to stimulate students' interest in vocabulary learning,but also improve the effect in word-memorizing.This study investigates three types of mind maps on middle school students' English vocabulary learning with the purpose of recommending the best tool for language learners.The study results indicate that the type difference tended to have insignificant impact on immediate vocabulary recall while context-based mind maps seemed to promote long-term retention.