Application Of Mind Map To Senior One English Vocabulary Teaching

Vocabulary teaching has always been serving as a pivotal part of teaching English.Students' learning attitude,leaning strategy and leaning efficiency are greatly influenced by English vocabulary teaching methods.However,there are still some problems in current vocabulary teaching methods,which to some extent affect students' vocabulary learning initiative and learning efficiency.Simultaneously,the requirements of English Curriculum Standard are not only to make students identify and utilize vocabulary correctly,but also to master the relevant vocabulary learning strategy so as to reduce the pressure of vocabulary learning and further cultivate students autonomous learning ability.Thus,it is important to improve vocabulary teaching methods on the basis of the status quo of English vocabulary teaching and the requirements of English Curriculum Standard.Mind Map was firstly proposed by Tony Buzan in 1960s.Due to its role of demonstrating logical and hierarchical relations to further realize the visualization of conceptual representation,Mind Map has been considered as a visual and graphic tool to help learners to consider from a holistic and overall perspective and further develop radiant thinking.Specific rules and semantic relations still exist among complicated English vocabulary.Thus,vocabulary learning efficiency and learning competence could be further improved provided that vocabulary learning strategy can be favorably combined with the rules of vocabulary during process of vocabulary teaching and learning.The study tries to incorporate the advantages of Mind Map into the rules of English vocabulary to investigate the effectiveness of the three Mind Maps in Senior One English vocabulary teaching,hoping to arouse students' interest for vocabulary learning and develop effective and efficient learning strategy,ultimately making a difference to students' vocabulary learning competence.There are 103 subjects who are Senior One from two parallel classes of Machong Senior High School.Vocabulary level tests,questionnaires and interview were applied into this empirical study and the data are analyzed by SPSS 19.0 so that the results of this study can be demonstrated objectively.Firstly,one class was randomly chosen as experimental class,and the other was the control class.And vocabulary teaching with vocabulary Mind Maps was conducted in the experimental class while the control class still adopted current teaching methods.The post-test was carried out at the end of a semester to examine the effect of English vocabulary Mind Maps on students'vocabulary learning.What's more,questionnaires,including students'attitude and strategy towards vocabulary learning,were carried out among students of two classes before and after the experiment.In the process,10 subjects from the experimental class were interviewed to further support the results of the experiment.The study is of higher value to English vocabulary teaching in senior high school.English vocabulary Mind Maps,when applied into English vocabulary teaching,would not only promote students' learning interest and learning strategy,but also make students learn and memorize words more easily and further improve students'vocabulary learning competence on the basis of mastering the rules of vocabulary.The author hopes that the study could provide inspiration and reference for the reform of current English vocabulary teaching methods in senior high school.Although there are still some limitations in this study,the value of applying Mind Maps into English vocabulary teaching is worth to be explored.