| Grammar serves as an organizational rule of language,which plays an important role in English learning in senior high school.However,in the actual English teaching,it is found that most of students are not interested in learning grammar and consider grammar learning very boring,so the situation of grammar teaching is not so optimistic.It is necessary for front-line senior high school English teachers to change this situation and explore a new mode of effective grammar teaching.As a new graphical tool,mind maps can visualize the knowledge.On one hand,mind maps can help students develop their thinking skills.On the other hand,a relaxing and delightful English class can be easily created with the help of mind maps.At present,there exists a lot of studies on the application of mind maps to English teaching,but most of them focus on vocabulary,reading and writing rather than on grammar teaching.This thesis will focus on grammar teaching,trying to explore the implications and effectiveness of grammar teaching based on mind maps.And it aims to solve the following two questions:(1)What effects do mind maps have on students’ interests,attitudes and strategies in grammar learning?(2)What is the impact of mind maps on students’ English grammar achievement?The teaching experiment lasted three months and a total of 80 students of senior two in a high school in Shangrao were used as the experiment subjects.Before the experiment,one class was randomly selected as the experimental class(EC)and the other one was determined as the control class(CC).The pre-test was handed out to testify whether there existed significant difference in grammar learning proficiency of the two classes.In the experimental phase,traditional grammar teaching was adopted in CC and grammar teaching based on mind maps was adopted in EC.After the experiment,the post-test was carried out and results were compared and analyzed by SPSS 26.0.In the meanwhile,interviews and questionnaires were carried out to know whether mind maps had a positive effect on students’ learning in terms of students’ learning interest,learning strategies and learning attitudes.Based on the findings,results show that students in EC have a better grasp of grammar compared with CC.Questionnaires and interviews reflect that students can better understand and remember grammar rules.Students’ learning interest has been improved.Besides,the application of mind maps to English grammar teaching in senior high school has a positive influence on students’ attitudes towards English grammar learning.Both teachers and students have a positive attitude towards this teaching model.What’s more,teachers can cultivate students’ grammar learning strategies by using mind maps.Finally,according to the results of tests,grammar teaching combined with mind maps is beneficial to students’ grammar learning performance.At last,the author hopes this thesis can provide some suggestions and implications for future teaching,which can offer some references from the perspective of applying mind maps to English teaching. |
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