An Action Study On Using Mind Maps To Review For High-school Entrance Examination

The high-school entrance examination is a comprehensive examination of students' listening,speaking,reading and writing in English.Thus,the systematic review before the high-school entrance examination is so crucial.Revision is a process in which teachers and students sort out the knowledge they have learned,form a clear knowledge network and a stable knowledge framework,and use it flexibly.The efficiency of revision directly influences the result of the high-school entrance examination,Most English teachers of the nine-grade adopt the method of "three-round review method",which is time-consuming and inefficient.Using Mind Maps to review English for high school entrance examination,with topic as the main line,can construct a systematic knowledge framework,activate existing schemas in students' brains,and effectively improve students' review efficiency.In this study,the author uses the textbooks published by the foreign research edition as the media,takes the topic as the main line,approaches the students' life,and mobilizes the students' enthusiasm and initiative with the help of mind mapping,so as to improve the efficiency of English review in the entrance examination.The author conducted a 13-week action research on 34 students of a rural junior high school in Leshan City.This paper is divided into five chapters.Firstly,this study introduces the opportunity for the author to review the entrance examination with mind maps and clarifies the goal and significance of this study.The second chapter is literature review,combing the relevant literature,found that the current comprehensive application of mind maps in the review of the entrance examination is still relatively small.The third chapter is the design of action research.The author uses questionnaire survey,test,interview,teaching log and other research tools,and uses SPSS software to analyze the three results.The purpose of this study is to explore the role of mind maps in English revision for the entrance examination.The fourth chapter is the implementation of action research,which is divided into two rounds.Each round of action is carried out in four stages: formulation of a plan-implementation plan-action observation-action reflection.The fifth chapter summarizes the research results and discussions,and summarizes the research design and process.To sum up,this study has made a positive attempt in the comprehensive application of mind maps in English review for the entrance examination.Both rounds of action research provide reference for front-line teachers in terms of application design,problems that may be encountered in the implementation process and solutions.It is hoped that mind mapping can be applied more effectively in junior middle school English teaching practice,enrich students' language knowledge and improve their comprehensive language use ability.