Action Research On The Application Of Mind Mapping In Elementary Chinese Vocabulary Teachin

Vocabulary is a major challenge in learning Chinese and plays a vital role in mastering a language.However,the traditional vocabulary teaching method pays too much attention to the independent memory of vocabulary.Students often use rote memorization,which makes it difficult to understand and use vocabulary,and it is easy to have memory confusion and forgetting.At the same time,this method is likely to cause students a sense of fatigue,affecting learning interest and effectiveness.Therefore,it is particularly important to seek a more effective and interesting way of teaching Chinese vocabulary.As a visual representation of knowledge,mind maps can help students better organize and summarize the learning content through colors and lines,sort out the internal logical relationship between words and activate the advantages of the right brain of students,so as to better grasp vocabulary knowledge.Guided by the left and right brain division theory,knowledge visualization theory and constructivist learning theory,this study conducted an action research on the application of mind map in vocabulary teaching by using single-group experiment method and data statistics method,in order to explore the role of mind map in foreign language teaching.Effectiveness in the teaching of primary Chinese vocabulary.The main research question is whether the mind map can help students improve the learning level of Chinese vocabulary and improve students’ enthusiasm for learning Chinese vocabulary.The author conducted two rounds of action research for 3 months on 19 students in the sixth grade of Xinghua School in Bangkok,Thailand,and conducted a paired t-test on the students’ pre-test and post-test scores,combined with the analysis of questionnaire surveys and teacher interviews,the author draws the following conclusions:(1)As a knowledge visualization tool,mind mapping can enhance students’ enthusiasm and initiative.(2)The use of mind maps has a significant impact on students’ memory of word meanings,dictation of words,and use of words,and the effect on memory of word meanings and use of words is very significant.(3)The mind map can guide students from passively accepting knowledge to actively constructing knowledge,and improve students’ vocabulary learning strategies and habits.(4)The mind map shows the relationship between knowledge points through associated branches,which can help students form a vocabulary network,promote students to grasp the integrity and logic of Chinese vocabulary,and thus improve learning efficiency.Through two rounds of action research,this paper demonstrates the effectiveness of mind maps in the teaching of primary vocabulary in Chinese as a foreign language.It has very practical application significance and can provide more teaching cases and references of mind maps for teachers of Chinese as a foreign language.However,due to the impact of the epidemic,this study was conducted online,lacking control over students,and the sample size was small.It is hoped that it can provide reference for subsequent research and teaching practice in related fields.