A Research On “implantation” Of I-CARE Learning Strategy With The Help Of Mind Map In The Middle School English Teaching

The lack of the awareness of English learning strategies among students in the middle school and the inability to independently use learning strategies in English learning are one of the reasons why the learning effects are not satisfactory and students have difficulty in learning.In recent years,the I-CARE English learning strategy has been proved to be effective among college students,but there are few studies on I-CARE learning strategy in middle school English teaching.As an effective thinking tool,mind maps have been recognized by the majority of learners and teaching workers and have been widely used in middle school English teaching.Therefore,this study attempts to introduce I-CARE learning strategy to middle school English teaching,cultivating students’ I-CARE learning strategy with the help of mind maps and using mind maps to help students “implant”I-CARE learning strategy into their minds.Students can find the starting points of learning through mind maps and actively use I-CARE learning strategy to learn English,thus improving students’ English learning effect and realizing the sustainable development of students’ English learning ability.In this study,with a semester of 160 hours’ online teaching and offline teaching altogether,91 students in Grade 8 of Zu Yang Middle School in Hengshui City were tested.Detailed and effective data was obtained.Before the experimental research,the Oxford’s strategy inventory for language learning was used to understand the use of learning strategies in English learning of students in two classes.Before and after the experiment,English test papers were designed to test the students’ English level in the two classes before and after the experiment.And valid samples were obtained.Independent samples T-test and paired samples T-test were carried out by SPSS 21.And the test results were reported.The research results show that the students in the experimental class have improved their awareness of learning strategies after one semester’s training with the “implantation”method of using mind maps to help students cultivate I-CARE learning strategy.In learning,students can actively use I-CARE learning strategy to learn English and their overall English level is improved.The English level of students in the control class who only use mind maps is obviously lower than that of students in the experimental class.Therefore,it can be concluded that the tool of mind map can help middle school students to “implant” I-CARE learning strategy into their own minds,learning to actively use I-CARE learning strategy to learn and thus achieving the improvement of English learning effect.Besides,the effect of this learning method is better than that of students simply using mind maps.This study finds that the organic implantation of mind maps into the cultivation of learning strategies can not only test the positive influence of I-CARE learning strategy on middle school English teaching and solve the operational problems of I-CARE learning strategy in middle school English teaching,but also enrich the research scope of mind maps and provide effective methods to solve the problem of students’ low strategic awareness in middle school English teaching.