A Study On The Effectiveness Of The Mind Mapping In Junior High School English Listening And Speaking Teaching

The English Curriculum Standards of Compulsory Education puts forward that one of the general objectives of the English curriculum is to enable students to develop the capabilities of using languages comprehensively.Language skill is one of the bases of the capabilities of using languages comprehensively.Listening and speaking abilities are important parts of language skill,so English listening and speaking abilities should be paid full attention by educators and learners.However,in current junior high schools,most students' listening and speaking capabilities are quite low.They can not fully understand what they've heard,nor can they communicate in English freely.It seriously hinders the development of the capabilities of using languages comprehensively.The English Curriculum Standards of Compulsory Education also points out that the effective strategies are conducive to improving learning efficiency and developing independent learning ability.However,junior high school students generally have the problems of low learning efficiency and weak independent learning ability.As a divergent thinking tool,mind mapping breaks through the thinking shackles of traditional linear notes and can help students refine and integrate knowledge,reduce redundant information and memory load.Applying mind mapping to the teaching of listening and speaking in junior high school can be an effective way of teaching.It helps students to sort out knowledge,organize information,speak English fluently.It also improves students' independent and cooperative learning abilities.Based on schema theory,brain science theory and knowledge visualization theory,this thesis adopts a quantitative and qualitative mixed design(literature method,questionnaire method,interview method and educational experiment method)to explore the effectiveness of the application of mind mapping in junior high school English listening and speaking teaching.The objects were students from two classes and three English teachers of Junior Three in Binshui School of Xiamen,Fujian.Meanwhile,it takes a speaking and listening module in PEP edition of English textbook of Grade 9 as an example to concretely illustrate the teaching design of mind mapping in English listening and speaking class.This study mainly answers the following four questions: Firstly,what is the general situation of English listening and speaking for Junior Three students? Secondly,what are the views of junior high school English teachers on English listening and speaking teaching? Thirdly,can the application of mind mapping improve students' listening and speaking scores and teachers' teaching effect? Lastly,what are the specific strategies of the application of mind mapping in junior high school English teaching?The findings of this study show that,compared with the traditional model for listening and speaking teaching,the application of mind mapping is more beneficial to the improvement of students' listening and speaking scores and teachers' teaching effect.Listening and speaking modules with different structures are suitable for making different types of mind mapping.Choosing the right type of mind mapping will be more conducive to the integration of knowledge.Making and applying mind mapping before,during and after class can help students to improve their divergent thinking capability and listening and speaking abilities,further enhance their cooperative and independent learning capabilities and learning interest.Mind mapping as a summative evaluation tool is helpful for teachers to control the overall teaching quality and pay attention to individual learning development.This study puts forward some strategies and suggestions for the application of mind mapping in English teaching,with the hope of providing some references for English teaching in junior high school.