A Study On The Application Of Mind Mapping In Grammar Teaching In Junior Middle School

The study of English grammar is always the focus and difficulty of students’ study.The improvement of grammar ability is very helpful to improve the abilities of reading comprehension and expression.At the same time,grammar is also a difficulty point for the students.Compared with other branches of English learning,the study of English grammar is always boring,tedious and difficult to master.For teachers,it is their motivation and purpose to perform the tireless researches and experiments on new grammar teaching method to urge middle school students to overcome the obstacles of grammar learning and make students fully feel the charm of English language.On this basis,many "novel" teaching methods have been widely attempted by teachers in English course teaching,and the teaching method based on mind mapping is one of them.After reviewing the literature on Mind Mapping at home and abroad,the author finds that mind mapping is widely used in English Teaching in China,and it has many achievements in vocabulary,reading comprehension and writing.However,for the study of English grammar teaching in mind mapping mode,there are not many achievements in both theory and practice,and even though most of them belong to the theoretical level,which means lacking of necessary practical demonstration,especially in the application of empirical research.Based on this,this paper,combined with theoretical knowledge and teaching practice,takes the practical application of mind mapping in English grammar teaching as the breakthrough point to explore the role and effect of English grammar classroom teaching in junior middle school supported by mind mapping.This paper makes a theoretical and practical study on the application of mind mapping in English grammar teaching by means of literature research,questionnaire,interview and comparative experiment.The author chooses two classes of grade one in a junior middle school to carry out the experimental research.In the experimental class,the grammar teaching mode is based on mind mapping,and in the control class,the traditional teaching mode is used to carry out a semester of teaching experiment.Thekey research questions of this paper include: 1.Can mind mapping help students to effectively sort out the questions in English grammar learning? 2.Can the use of mind mapping in teaching improve students’ enthusiasm in grammar teaching? 3.Can the introduction of mind mapping in English grammar learning improve students’ grammar learning performance?Through the analysis of the experimental test data before and after the teaching,it shows that the comprehensive English test scores of the experimental class students are significantly higher than those of the control class students,and the progress is greater.This shows that the grammar teaching based on mind mapping is helpful to improve English learning performance as a whole.Through the analysis of the results of the questionnaire and interview,it is further proved that the grammar teaching based on mind mapping can create a positive and active atmosphere for students’ autonomous learning,effectively enhance students’ interest in English grammar learning,and help to break through the difficulties in English learning;at the same time,it has a positive significance in improving the relationship between teachers and students,as well as students’ learning habits.Therefore,the teaching and learning of English grammar based on mind mapping is worth popularizing.