Application Research Of Mind Mapping In English Vocabulary Teaching In Primary School ——Take Binhai County B Primary School As An Example

Vocabulary teaching always plays a foundational role in primary school English teaching.If English learning is compared to climbing,vocabulary learning is the first step in English learning.It is also a key step in learning English well.The size of students’ English vocabulary is closely related to their English learning ability in other aspects,including grammar analysis ability,reading ability and writing ability.It has been found that the word memory barrier has become a major obstacle in students’ English learning in primary school.The traditional method of vocabulary teaching is boring.It is bound to be eliminated by The Times.The use of mind maps has been popularized for educational reform,and it has achieved good results.Of course,because of its powerful thinking,creativity and imagination,mind mapping can stimulate students’ interest and enthusiasm in learning vocabulary.Then it can stimulate students’ effective association,promote the construction of students’ vocabulary network and strengthen the ability of vocabulary memory.It took two parallel classes in grade 4 of primary school B in Binhai County as the samples.B primary school is located in rural areas.The students of the two classes have neither participated in the training class nor been exposed to the teaching method of mind mapping.Before the experiment,a rigorous pre-test analysis was carried out to determine that the English vocabulary levels of the two classes are equal,which ensures the applicability of mind mapping.Comparative experimental research was used.After collecting the data,the data was analyzed mainly through mean analysis,variance homogeneity test and independent sample t-test.After the pre-test of the two classes before the experiment,it was determined that there was no significant difference between the two classes.After the experiment,the post-test results of the two classes were conducted to analyze whether the vocabulary memory level of the students in experimental class had been improved after the experiment.The method of interview was also used.The interviews were conducted for three times,including before the experiment,during the experiment and after the experiment.The interviews were used to track and analyze their feelings about the application of mind mapping in vocabulary teaching.Based on the analysis of experimental data and interview results,we concluded that students’vocabulary memory level had been improved by using mind mapping in vocabulary learning.In the process of using mind mapping in vocabulary teaching,most students could adapt to this teaching method and use mind mapping to guide their vocabulary memory,but students with poor foundation had difficulties to adapt to a new way of vocabulary learning,which was useless to them.In addition,when students were using mind maps in vocabulary learning,they mostly chose Divergent mind maps,which are started from a central vocabulary.Other types of mind maps were rarely used.