An Empirical Study On The Application Of Mind Map To English Vocabulary Teaching In Primary School

Vocabulary teaching occupies a very important position in primary school English teaching.In fact,vocabulary teaching runs through English teaching all the time,whether it is dialogue teaching,reading teaching,writing teaching or unit review are more or less involved in vocabulary,so the efficiency and quality of vocabulary teaching greatly affect the whole English teaching.Through the observation during the practice,the author found that the interest of the senior pupils in vocabulary learning gradually decreased,and the learning style only stayed in passive receiving learning,rote memorization,mechanical training,and memory is more about the result and the process.How to improve students’ vocabulary learning efficiency and change the current situation of poor vocabulary learning has become an important problem to be solved in teachers’ teaching.And the mind map,in the way of picture and text,constructs the meaning of fragmented knowledge,turns the boring information into a highly organized map with color and easy memory for students,which can provide a new opportunity for the development of English vocabulary teaching in primary school.The purpose of this study is to verify the effectiveness of the application of mind mapping in English vocabulary teaching in primary schools,and then to explore how to combine the two organically.By using experimental method,questionnaire method and interview method,two parallel classes in the sixth grade of J primary school were selected as the research object,and the experimental group-control group was designed before and after the test,and the experimental teaching was carried out for one month.At the same time,60 students in the experimental class were investigated by questionnaire.Three teachers were randomly selected to interview after the experiment.Experimental data and questionnaire data show that the application of mind map to English vocabulary teaching in primary schools is beneficial to improve vocabulary memory efficiency and learning interest andoptimize vocabulary learning habits and methods,respect the individual students,and promote effective communication between teachers and students and students.However,through classroom observation and teacher interview,it is found that there are some problems in the application process of thinking map,such as insufficient understanding of thinking map,unskilled application,single drawing style,neglect of students’ differences and low popularization degree.On these issues,combined with experts and scholars,first-line teachers and school reality,the study suggests that teachers should actively improve their teaching ability,schools and related departments to provide dynamic support and learning opportunities,professional research teams to build a platform and actively promote,so as to focus on thinking map and primary school English vocabulary teaching better integration,and provide practical reference for the future application of thinking map in vocabulary teaching.