| English grammar has always been a major difficulty in English teaching in high schools.At present,the current situation of English grammar teaching in high schools is not optimistic.Students’ enthusiasm for grammar learning is still very low.Many students still find grammar learning difficult and boring.Teachers use the traditional grammar translation method to teach and the knowledge is presented to the students in a dunk-like manner.As a result,students’ grammar learning efficiency is low,grammar knowledge is not systematic,and grammar foundation is weak.With the rapid development of science and technology,how to apply the concepts,tools,and methods of modern educational technology to subject education,and to improve the quality and efficiency of teaching are urgent problems that we need to solve.This study believes that the effective application of mind maps in grammar teaching in senior high schools is one of the important ways to solve the existing problems in grammar teaching.At present,many educational theories and experimental studies have proven the advantages of mind maps in subject teaching,but there are relatively few studies on how to apply this method to high school English grammar teaching practice,and there is no specific example guidance.This thesis will take the teaching and learning of nominal clause in high school English grammar as an example to verify the impact of grammar teaching based on mind maps on teachers and students.This thesis explores two questions: Can the application of mind maps in grammar teaching in high school improve students’ interest in grammar learning? Does the application of mind maps to grammar teaching in high school help improve grammar scores for high school students,and thus improve students’ grammar skills? First of all,this article provides a comprehensive and systematic review of relevant literature on mind map research at home and abroad.Secondly,the author investigated the changes of students’ emotional attitudes to the application of mind maps in grammar teaching through questionnaires and interviews.Finally,the author also uses an experimental method to detect changes in grammar scores before and after the experiment,in order tofurther verify the specific impact of mind maps on English grammar learning performance in high schools.This teaching experimental study lasted three months.A total of 100 students from two classes of 2017 in Xinjin Middle School of Sichuan Province were used as experimental subjects.One class was randomly determined as the experimental class and the other as the control class.During the experiment,the experimental class adopted the grammar teaching mode combined with mind maps,while the control class adopted the traditional grammar teaching mode for teaching.The contents of the two classes are all the grammar points for a round of high school English grammar review.Before and after the experiment,the author used questionnaires,interviews and experiments to collect data and analyzed it with SPSS19.0 software.Finally,after analyzing the statistical data,the author draws the following conclusions: First,the high school English teaching method combined with mind maps helps to enhance high school students’ interest in grammar learning.Second,high school English grammar teaching based on mind maps helps to improve the grammar scores of high school students,and then improve their grammar skills.Third,the use of mind maps for grammar review can promote students to master grammar systematically.Based on these research findings,this article has the following suggestions for high school English grammar teaching: In high school grammar teaching,teachers can use mind maps as a modern educational technology concept to assist teaching,truly let students become the main body of the classroom,and then increase students’ interest and initiative in learning,which will improve the efficiency of grammar teaching. |
PDF Full Text Request