| Mind Map is originated by Tony Buzan in the 1960 s.It is a visual thinking tool which is used to construct knowledge,brain storm ideas,and improve learning ability.It starts with a central key word to make association.With the continuous expansion of thinking,it helps people think about a series of relevant things,and gradually forms a divergent and well-organized diagram.In recent years,Mind Map has been gradually applied to many subjects.However,most related studies are about only one aspect of English study,such as English vocabulary,English reading,English writing and so on.While this thesis tries to begin in many ways to study the systematic application of Mind Map in English teaching in middle school through literature research and teaching practice,and tries to maximize the effect of Mind Map as much as possible.This paper aims to study the effectiveness of Mind Map as a teaching strategy and learning method,and aims to test whether it can optimize English teaching,stimulate students' English learning interests and improve their English learning efficiency.There are two research questions to be solved in this paper:1.Could the application of Mind Map stimulate middle school students' interests in English learning?2.Could the application of Mind Map help students improve their English learning effects and efficiency?The study selected 82 students from two normal classes of Grade Seven in No.23 Middle School in Guiyang.During two years' teaching,students in the experiment class were taught by the application of Mind Map,while students in the control class were taught by traditional teaching methods.In the study,literature research,interview,questionnaires and tests including pre-test and post-test were mainly adopted.The research collected the data and analyzed them from the interview,questionnaires and tests so that it could verify whether the application of Mind Map in English teaching in middle school could stimulate students' learning interests and improve their learning efficiency.Then significant results were gained from the comparison between the experimental class which was taught by the application of Mind Map and the control class which was taught by traditional teaching methods.According to the results of the pre-test,the average score of the experimental class was 68.48,and the average score of control class was 70.13.It shows that the pre-test results of the experimental class is basically the same as the pre-test results of the control class through statistical analysis.After two years' experiment,by using the same time and the same teaching textbooks,the average score of the experimental class was 81.69,while the average score of control class was 77.15.It shows that the post-test result of the experimental class is higher than the post-test result of control class.There are obvious differences between the two classes.In other words,it can be found that it is feasible and effective by the application of Mind Map in English teaching in middle school.The application of Mind Map can not only stimulate the English learning interests of middle school students,but also can help students improve the English learning effects and efficiency.In the end,the author also provides some suggestions for further application of Mind Map in English teaching.1)English teachers are expected to study and know more theoretical knowledge related to Mind Map for the purpose of its better application in English teaching.2)It is recommendable for teachers to use Mind Map as much as possible in English teaching.3)It can make teaching design of Mind Map better to improve the using efficiency.However,there are still some shortcomings in this study,due to the fewer numbers of research targets and the shorter experimental period.Therefore,it is hopeful to do further research and exploration in the future. |
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