Research On Improving The English Academic Self Of First Grade Students Using Mind Maps

In the context of the new curriculum reform,students' academic self has become the focus of attention of experts,scholars and teachers.In the current situation where exam-oriented education is still the mainstay,how to improve students' academic performance by improving students' academic self.Mind map is a tool to represent knowledge through structure diagrams.Its biggest feature is that it can deepen the brain's further understanding and memory of knowledge in the process of drawing mind maps.This article takes "mind mapping to improve the academic self-study of junior high school students" as the object.The study on the changes in the academic self of a junior high school student in Sichuan using mind mapping to learn English includes: Questionnaire survey to understand the English academic self of junior high school students.(2)On the basis of the questionnaire survey,in order to better detect the effect of the intervention,students in one class are selected as the experimental group,and the other class as the intervention group for intervention research.(3)Designed the purpose of classroom teaching,classroom teaching content and implemented English teaching according to the mind map.Analyze the test data of the experimental group and the control group,and further analyze the mind map on the English academic self of junior high school students.The results are as follows:(1)For junior high school students,there are significant differences between the female students' academic self in English,Yudu academic self,and writing academic self.The self-study learning self and oral academic self are not significant.(2)There is no significant difference in the overall academic self of junior high school students at different ages.(3)After regular teaching,there is no significant difference in the English academic self of the students in the control group.There are no significant differences in the academic self of audiology,oral English,and reading academic self,but there are significant differences in the academic self of English writing.(4)There are significant differences in the overall academic self of the English students in the experimental group after the mapping intervention,which is mainly manifested in the academic self of speaking,reading and writing,but there is no significant difference in the audiology.(5)By comparing the control group and the experimental group,there aresignificant differences in English academic self-sufficiency,especially in English audiology and reading academic self,but there is no significant difference between spoken English and English writing.