An Empirical Study Of Mind Mapping In Senior High School English Grammar Teaching

English grammar plays an important role in the teaching of English in high schools.For most English learners,a good knowledge of English language grammar is essential for learning English well.The General Senior High School English Curriculum Standards(2017)also stresses that English teaching should focus on stimulating students’ interest in learning and promoting their autonomous initiative.However,researches have shown that the current English grammar teaching in high school is not satisfying.The teaching form is dull,which is relatively outdated and ineffective,resulting in students investing a lot of time and effort in grammar,but producing very little effect.Over time,students not only lose interest in grammar,but respond fearfully to it.Therefore,it is extremely urgent to seek a more interesting and efficient grammar teaching method.As a tool for knowledge visualization,the Mind Map can attract students’ attention by using keywords,colors,images,lines and effectively improve students’ understanding and mastery by organizing complex knowledge points into systematic networks.At present,many foreign researchers have applied mind mapping in the field of education and teaching,achieving some achievements.However,in China,although there have been some studies on the application of mind mapping in English teaching,most of them have focused on specific fields such as English reading and writing,while relatively few studies have been conducted on the application of mind mapping in grammar teaching.This thesis,applying mind mapping to the grammar teaching,aims to figure out the three following questions by setting the nominal clauses as examples.Q1:Can mind mapping arouse students’ interest in nominal clause learning in high school?Q2:Can mind mapping improve students’ performance in nominal clause learning in high school?Q3:How can mind mapping promote the effectiveness of teachers’ grammar teaching?In this thesis,a teaching experimental study was conducted over a period of three months with 82 students from two classes of senior one of one middle school in Guiyang.The two classes of similar size and level were randomly selected from the parallel classes of senior one,with class 2 as the experimental class where the teacher adopted the grammar teaching method based on the mind maps and class 3 as the control class where the teacher used the traditional grammar teaching method,besides which the teaching content is the same.Additionally,in the early stage of the experiment,questionnaires and individual interviews were used to inform the students’current grammar learning situation and the current grammar teaching situation of some teachers in the school.At the same time,the pre-test found out that there was no significant difference between the two classes in terms of their knowledge of nominal clauses.At the later stage of the experiment,the authors still used questionnaires,individual interviews,and experimental methods to collect data,and the resulting data were statistically analyzed by SPSS,finding that mind mapping aroused students’interest in grammar learning,both classes made some improvement in English grammar learning,but the experimental class improved much more,and mind mapping also had a positive impact on promoting teachers’ teaching effectiveness.This research has also provided some references and inspirations into the use of mind mapping to improve grammar teaching in high schools.