A Study On The Application Of Mind Mapping To English Topic-Based Review Class In Junior High School

English Curriculum Standards for Compulsory Education(2022)pays more attention to students’ understanding and application of language contexts and meanings.However,traditional review still has many problems and it can’t meet the requirements of current English teaching.The topic-based review,which is based on different topics,can integrate the textbook content and form certain contexts.And in the contexts,different levels of teaching activities and teaching tasks can be carried out.Besides,mind mapping is an effective thinking tool which can be applied to topic-based review and take different topics as the starting points to spread related information.However,considering that the topic-based review in junior high school has high requirements for students’ knowledge integration capability and it is difficult for teachers to carry out relevant teaching designs,there is not much research on applying mind mapping to English topic-based review.This paper takes knowledge visualization and radiant thinking as theoretical bases,and attempts to explore the influence of applying mind mapping to topic-based review on students’ learning interest,learning strategies and language proficiency.The research objects are the students from two classes of grade three in a junior high school in Chengdu which have similar English levels.One class is the control class,which focuses on repetition and memorization in English review.The other class is the experimental class,which uses mind mapping in topic-based review:Before class,according to teachers’ explanation and modelling,students apply mind mapping to integrate knowledge about a certain topic.During class,students review by teaching activities around the topic,such as listening,speaking,reading and writing activities and so on,and share their mind maps and their opinions with each other.After class,students need to improve their own mind maps according to what they’ve learned.This study aims at answering the following three questions: 1.What is the impact of the application of mind mapping to English topic-based review class on students’ interest in English learning? 2.What is the impact of the application of mind mapping to English topic-based review class on students’ English learning strategies? 3.What is the impact of the application of mind mapping to English topic-based review class on students’ English proficiency?After 4 months of teaching experiment,the research results show that applying mind mapping to English topic-based review can significantly raise students’ interest and keep their motivation in English learning.Comparing with the mechanical review,students show more enthusiasm for applying mind mapping to the topic-based review.At the same time,students can not only use the mind mapping based on different topics to summarize and memorize knowledge of English subject effectively,but also transfer it to the learning of other subjects.Therefore,the application of mind mapping to English topic-based review can improve students’ learning efficiency and make them get good grades,and ultimately improve their English proficiency.The research results can provide some references for junior high school teaching and research on English review.At the same time,the author suggests that on the basis of this paper,more comprehensive research on topic-based review in junior high school should consider other elements which also influence students’ review in the future,such as students’ family factors,learning beliefs and so on.