The Application Research Of Mind Map In English Vocabulary Teaching In Junior High School

For students’ lifelong English learning,it is an important starting point to learn English well in junior middle school.However,quite a few students give up from the beginning and become junior middle school English underachievers.The English learning of them is mainly in the English class with few effective word memory strategies taught.Most of them use mechanical memorizing methods to memorize words instead of effective memorizing strategies.Therefore,the underachievers generally complain that the words are difficult to remember and easy to forget.What’s more,this is not an exception.More than half of the schools in Guiyang are in the same predicament.Therefore,vocabulary learning of English underachievers has become the top priority to be solved urgently in English class.Mind mapping can not only be used as teaching or cognitive means,but more importantly,it can fuse and resolve the deficiencies in the expression of text and picture respectively,making vocabulary memory a creative thinking activity.Therefore,as a tool,the use of mind mapping is not only limited to English vocabulary learning,but also may provide an effective way for students to solve problems in the future.This study selected the English underachievers in Grade Seven of a middle school in Guiyang city as the research object.Located at the edge of the suburb district,Guiyang City,this school has one third of their students being English underachievers.Through the English vocabulary teaching experiment,the study studied the effect of applying the mind map to the word memory teaching of the English underachievers in Grade Seven.The relevant data were collected by using research tools such as tests and questionnaires,and the correct rate of spelling words and the number of words extracted and reproduced by the underachievers in the experimental class before and after the experiment were analyzed,so as to try to prove the hypothesis: the mind map is helpful for the word memory of the junior middle school English underachievers.In this study,it is found that mind mapping is likely to promote the word memory of junior English students.The main performance is as follows: first,mind mapping can improve the correct rate of word spelling of junior middle school English underachievers;second,mind mapping can improve the number of word extraction andreproduction of junior middle school English underachievers;third,mind mapping can improve the vocabulary learning strategy of junior underachievers.This study is expected to provide some reference for other teachers in similar predicament.