| Nowadays,it is generally believed by the junior middle school English learners that reviewing grammar is tedious and difficult.The purpose of English grammar review in junior high school is to assist students to deepen their understanding of grammar knowledge.Mind map is the thinking tool that is feasible to visualize the cognitive schema of learners and take the knowledge framework and details into account.The aim of this dissertation is to explore the teaching mode and the effectiveness of grammar review combined with mind map.In this research,the author puts forward three questions: 1.How do teachers adopt mind map to review grammar? 2.How does the application of mind map to the review of English grammar in junior high school affect students’ grammar scores? 3.How does the application of mind map to the review of English grammar in junior high school influence the students’ attitude towards English review? The author carried on a three-month action research to 50 students in grade 8 of a middle school in B City,J Province.The author utilizes questionnaire research method,test method,and interview method in this dissertation to collect data.SPSS 23.0 was utilized to analyze if a repeated samples t-test reveals a significant difference in the means of pretest and post-test.Pretest questionnaires,post-questionnaires and interviews are employed to investigate the changes in the attitudes students towards the grammar review,thus further exploring the teaching mode of mind map grammar review.It is found that students saw a significant improvement in their grammar,and their attitude towards grammar review became more positive.Students also believe that the use of mind map in grammar review is helpful in enhancing their knowledge of thegrammar system.The mind map enabled them to learn grammar in a logical and focused way.Grammar review with mind map were thus able to help them expand and deepen their understanding of grammar.After class,students willingly took the initiative to use mind maps in the grammar review and stated that the use of the mind map helped them relax in the process of grammar review,made it easy to understand how they are doing with grammar knowledge and facilitated their communication with classmates and teachers.When preparing for final exams,they were able to grasp the key points and grammar knowledge details at a glance via the mind map,which greatly improved the reviewing efficiency.In the process of the first-round action research,there are also some adverse situations,such as lacking time for group discussion and students’ presentations.Students’ drawing capability of mind map and the uneven results of group discussion both affect the effectiveness of grammar review.In the second round of research,the author adjusted the order of teaching steps and distributed the members of the group equally according to the high,middle and low English scores in order to improve their group work effectiveness.By the end of two rounds of action research,the author explores the teaching mode of mind map to grammar review teaching.The exploration covers the preparation of students and teachers before class,activation of existing schema by checking students’ homework,the use of mind map in class and the establishment of first-level branch keywords.The author introduces a new schema based on students’ understanding and internalization of grammar.The new schema is constructed in the form of group work and is improved by combining students’ supplementation and teacher evaluation.In addition,its grammar review effect was tested in the form of writing after class.On the basis of these,it is found that the mode of grammar teaching review with mind map can help students build their own grammar system,truly grasp grammar knowledge andeffectively improve their accuracy in reviewing grammar. |
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