Research On The Instructional Design Of English Grammar Teaching In Junior High School Based On Mind Map

Mind mapping is a tool to concretize and visualize the thinking process.Combining it with English grammar teaching design can help English teachers to make their grammar teaching design more diversified and systematic.In this study,we used the case study method and literature research method to develop a grammar instructional design by taking students in a class of Grade 7 in Middle School P in city Z.We used the grammar simple present tense in Unit1-2 of the English textbook 7A of Yilin edition as a case study.The study analyzed the grammar teaching objectives,teaching contents,teaching process and teaching evaluation principles based on mind maps.it formed a specific plan,and clarified the scientificity and feasibility of grammar teaching design based on mind maps.The design of English grammar teaching in junior high school is carried out with mind maps,and the model of English grammar teaching design in junior high school based on mind maps is proposed.When designing teaching objectives,the design should be carried out following the principles of wholeness,connectedness and hierarchy.In the specific operation,the teaching objectives are optimized by using the organized mind map,and then the sub-lesson objectives are presented by using the prompting mind map.In the design of teaching content,three aspects should be included: selecting content,sorting content and filtering content.When selecting the content,we follow the principle of refinement to organize the grammar of the textbook and create a mind map that fits the content of the textbook.After that,we collect grammar resources outside the classroom to supplement the grammar mind map based on the textbook content.When sorting out the grammar content,firstly,the framework of the simple present tense is organized based on the textbook.Secondly,the grammar knowledge framework is further improved by taking into account the students’ grammar knowledge at this stage.Finally,the grammar mind map is further enriched based on students’ known and unknown grammar knowledge.When screening the grammar tutorials,we first use the mind mapping to organize the grammar resources outside the classroom.After that,the mind map of the resources was culled by integrating the number of vocabulary words,text types and material themes.Finally,the teaching aid resources are optimized with the the mind map.In the design of teaching process,the focus should be on learning comprehension activities,applying and practising activities and transfer innovation activities.In the design of learning comprehension activities,the focus is on using the context to introduce known grammar and then supplement the framework of verb usage.The second step is to acquire new knowledge by perception and clarify the target grammatical framework.The first step in the design of practical application activities is to enhance students’ observational thinking skills by first practicing grammatical forms.The second step is to internalize the grammatical meaning and draw a grammatical mind map based on what they have learned.In the design of the transferable and innovative activities,the mind mapping tool is integrated into other grammar learning activities to enhance students’ awareness of linking similar grammars.Finally,the mind map is used as a scaffold to externalize the grammar learned and state ideas.The design of the instructional evaluation includes two parts: the evaluation subject and the evaluation criteria design.In the process of subject design,the principle of diversity is adopted,combining students’ self-evaluation with peer mutual evaluation,teacher’s general evaluation and study group leader’s evaluation respectively to ensure the reliability and validity of evaluation.In the process of evaluation criteria design,the principle of wholeness is adhered to,and the evaluation criteria based on teaching objectives are firstly initialized through the use of thinking maps,and then optimized by focusing on the learning process.Through the test of teaching practice,the grammar teaching design with mind maps has a strong feasibility and has a significant effect on enhancing students’ thinking structure.The evaluation of the implementation effect found that the simple present tense teaching design based on the mind map made the students have a clearer grammar knowledge structure,enhanced awareness of grammar as a whole,and increased awareness of the connection between grammars.However,it is necessary to pay attention to the differences in students’ knowledge,family and social backgrounds in the teaching design,to pay attention to the selection of the appropriate difficulty of the mind map,and to improve the teaching design in conjunction with the teaching reality.The study finally formed a model of English grammar teaching design in junior high school based on mind maps,and verified the feasibility of carrying out grammar teaching design with the understanding of mind maps.