A Study On The Application Of Mind Maps To The Attributive Clause Teaching In Senior High School

As the organization rules of language,grammar plays a vital role in English learning and teaching in senior high school.The New Curriculum Standard of English in senior high school(2017)asks English teachers not only to teach students the language points of grammar,but also to guide students to develop their strategies of learning grammar.Among the grammar teaching classes,the attributive clause,which is fragmentary and complicated,has always been a difficulty for teachers and students to teach and study.Therefore,it is of great significance to find out more useful and efficient methods to teach and learn the attributive clause.As an effective English learning method,mind maps have a positive effect on the process of education and teaching.It can help students establish the organic links among the knowledge of English,grasp the overall structure of knowledge,stimulate students' interest in learning English and build a relaxed and comfortable classroom atmosphere.Besides,mind maps can promote the emotional communication between teachers and students and meet the need of communication among students.Therefore,the students' self-study ability,cooperative ability and thinking quality can be improved.Although mind maps have been widely applied to English vocabulary,reading and writing teaching,this kind of researches on grammar teaching in senior high school is still rare.Therefore,the main aim of this research is to explore the application of mind maps to the attributive clause teaching in senior high school.The subjects of this research are students from two classes of senior one of the number four middle school in Jining.The author selects Class Two as the control class(CC),to which the traditional grammar teaching method is adopted,while the author chooses Class One as the experimental class(EC)which adopts the mind map method.Based on the schema theory,the brain science theory and the constructivism theory,this research is aimed to find out the answers of the following questions:(1)Can the application of mind maps to the English attributive clause teaching in senior high school further cultivate students' positive attitudes towards English grammar learning?(2)Can the application of mind maps to the English attributive clause teaching in senior high school further foster students' English grammar learning strategies?(3)Can the application of mind maps to the English attributive clause teaching in senior high school further improve students' English grammar performance?In order to find out the answers of the above questions,the author has made a teaching research for four months.After collecting and analyzing the data of the result of the questionnaires and English grammar tests by SPSS21.0,the author's findings of this research are as follows: Firstly,the application of mind maps to the English attributive clause teaching in senior high school has a positive effect on the students' attitudes towards English grammar learning.Secondly,by using mind maps,teachers can help students cultivate the grammar learning strategies,like metacognitive,cognitive and affective strategies.Lastly,compared with the traditional grammar teaching methods,mind maps are more beneficial to improving students' English grammar performance.At last,the author hopes that this thesis can put forward some pedagogical implications and constructive suggestions for further research and learning.