Research On The Application Of Mind Mapping In High School English Grammar Review Clas

The purpose of high school grammar review course teaching is to systematize fragmented grammar knowledge so that students can establish a clear knowledge structure and they can extract knowledge.In grammar review classes,how to use effective methods to improve students’ability to organize knowledge is a topic of common concern for educators.According to the characteristics of divergent thinking in the human brain,the learning tool can not only express knowledge in the form of hierarchical charts according to different themes,focuses,correlations,etc.,but also promote the sorting and memorizing of knowledge by the human brain through rich lines and colors,which is advantageous for students to sort out grammar knowledge.At present,mind maps have been widely used in teaching new courses such as English vocabulary,reading,and grammar,but the research on the application of mind maps to high school English review courses is not rich enough.Therefore,the authors used experimental methods,questionnaire surveys and interview methods to investigate the students from the 11^thand13^thclasses of the second senior grade in a public high school in Wanzhou.Mind maps are used as an aid to build a grammar knowledge system in the English grammar review class of the 11^thclass as a laboratory class,and traditional grammar review methods are used in the 13^thclass of the control class.And three research questions are proposed:First,what is the students’attitude towards the teaching of English grammar review lessons based on mind maps?Second,to what extent does grammar score improve through mind mapping?Third,through mind maps,how to help students effectively improve their ability to sort out grammar knowledge points?After a semester of experiments,the authors analyzed the grades,questionnaires and interview content and came to the following conclusions:（1）Compared with the control class,the students in the experimental class had a more positive attitude towards the grammar review class using mind maps,and the English grammar score improved significantly after the experiment.（2）Using the structured and visual characteristics of mind maps,students can build the scattered grammar knowledge learned in each unit into a knowledge network with a logical system.At last,this paper presents some enlightenment on the application of mind maps to the teaching of English grammar review courses.First of all,teachers should be aware of the importance of review methods.Second,at different stages of teaching,teachers’evaluation of students’use of mind maps should have different emphasis.Thirdly,in teaching,teachers should constantly remind students not to ignore the true value of mind maps for summarizing knowledge because they focus too much on the form of mind maps.This study fully proves the feasibility and effectiveness of mind mapping in high school English grammar review courses.However,the study has shortcomings such as insufficient experimental samples and limited experimental time.The author hopes that this research can provide some reference for experts and teachers in the teaching of grammar review courses.