| Vocabulary is the foundation of English learning.Without the accumulation of vocabulary,English skills such as listening,speaking,reading,writing and translation cannot be carried out normally.If students can't remember the words,they will not understand or they will not speak or write all kinds of phrases,sentences,dialogues and paragraphs,not to mention to read and know an article,so English vocabularies are vital to students to learn English.In recent years,when the author teaches English words,the author finds that students in the memory of words,they would like to use rote methods.For example,when they are memorizing words,they like to write words repeatedly.Or they rely on the word spelling method to memory the words.Due to the monotonous and boring memorizing methods,it takes students much time to remember the words.In addition,these memorizing methods are easy to make students not remember the words well and often lead to memory confusion,spelling mistakes and rapid forgetting.The students can't learn English well because they can't memorize words well,which makes many students lose interest in English and even they want to give up the study of English.Therefore,we should seek a learning method or teaching strategy that can improve students' interest in learning English vocabulary and quickly memorize vocabulary to solve these problems.Mind mapping is a very effective teaching method,it can put the knowledge in the form of images,colors,lines,code,meaning,etc.,to connect and extend the knowledge in a pictorial and textual way.In order to further explore the influence of mind mapping in junior high school English vocabulary learning and vocabulary teaching,the author based on brain science,constructivism learning theory and knowledge visualization theory---three theories,and combined the present situation of the junior high school English vocabulary learning and teaching to apply mind mapping to the junior high school English vocabulary teaching.The hope can provide students with an effective vocabulary memory method.In view of this,this study mainly discusses two questions:(1)Can the application of mind mapping in junior high school English vocabulary teaching stimulate students' interest in English vocabulary learning?(2)Can the application of mind mapping in junior high school English vocabulary teaching effectively improve students' overall English scores?To answer these two research questions,the author conducted the experiment in Chengmai No.2 Middle School,Hainan Province.Experimental time is from September 2017 to July 2018.Ninety-six students from Class 3 and Class 5,Grade 7,were selected as experimental participants.The two parallel classes were randomly assigned to the experimental class and the control class.The vocabulary teaching method based on mind mapping was carried out in the experimental class,while the control class was taught by the traditional vocabulary teaching method.In the experiment,the research tools used by the author include questionnaire survey,comprehensive test,vocabulary dictation test and interview.At the end of the experiment,the interview results and questionnaire survey results were analyzed,and the data collected which were from the test and vocabulary dictation test were analyzed using SPSS statistical software.Finally,the experimental results show that students in the experimental class are more interested in vocabulary memory,and the experimental class has a better test effect after the experiment.No matter in the comprehensive test score or in the number and accuracy of vocabulary dictation,the experimental class is higher than the control class.Therefore,the experiment proves that the application of mind mapping in junior high school English vocabulary teaching is feasible and effective,which can greatly stimulate the junior high school students' interest in English vocabulary learning,and improve their level of memorizing English vocabulary so that improving their English vocabulary scores,and finally enhance their overall English scores. |
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