Mind Mapping In English Class Of Junior High School

Grammar serves as the important reference to measure whether learner is proficient in using the language or not.Meanwhile,grammar review plays an important role in teaching activity.In terms of the actual English grammar review,however,there are some challenges that grammar teaching is fragmented,incomplete and scattered for students.As a result,it will give rise to such consequences as failure in using grammar rules to solve questions.In the light of learning,students in junior school are unable to face up the English grammar.Besides that,they usually memorize grammar knowledge by rote.There is no doubt that they will quickly forget what they remembered.Therefore,the effect of review class is not so satisfactory as expected.In order to solve the grammar problems in English teaching,the author uses the following methods : experiment,investigation and interview.With the help of these methods,the author spends four months making researches on 46 students from two common classes of a public middle school in Huangshi city.Guided by schema theory,social constructivism theory,knowledge visualization theory and the whole brain thinking theory,the author verifies three problems through specific teaching process and practical results:Firstly,can teaching by mind mapping arouse students’ interest in grammar learning?Secondly,can the integration of each relevant grammar knowledge point by mind mapping help students sort out grammar knowledge points?Thirdly,can mind mapping help students use grammar knowledge effectively and improve their grammar scores?The results show that: as an effective teaching tool,mind mapping is vivid.So,it can arouse students’ interest in grammar learning.And the content of mind mapping is clear and logical,which can help students sort out grammar knowledge.Also,Mind map can help students use grammar knowledge effectively and improve their grammar scores.