| Mind-mapping is not only a knowledge representation tool, but also a study tool to remember things. It is an adventure to introduce mind-mapping into education, and gets positive effect. Mind-mapping has also become an important device to improve teaching method, to raise students’ interest to study and to achieve a good teaching effect. As one of three coral elements in language study, vocabulary plays an important role in language learning. One’s vocabulary is a fundamental standard to judge whether he is capable of one language. While in English study students usually could not grasp the vocabulary as we hope. This thesis aims at trying to solve the problem in vocabulary teaching in senior middle school.The thesis consists of six chapters. The first chapter is an introduction mainly on research background of mind-mapping, including research status at home and abroad, significance and methods in this thesis. The second chapter is named as English vocabulary study in middle school. In this chapter, the author starts from meaning of vocabulary to analyze the teaching needs gradually. Readers are hoped to be clear on vocabulary in middle school. The third chapter is a general theoretical introduction of mind-mapping. In this chapter, the author describes connotation, characteristics and method of mind-mapping. Theoretical basis to support the application of mind-mapping in middle school teaching is also presented. The fourth chapter is to interpret the possibility of combination mind-mapping with vocabulary teaching. Its interpretation is from four perspectives, pre-class, in-class, post-class and after-school. The fifth chapter is data collection and analysis.The object of the thesis is students in Class four Grade two from Harbin No. Nine Middle School. As a provincial demonstrative senior school recognized by ministry of education, Harbin No.9 Middle School nurtures large amount of talents in college entrance examination. Grade two is the connection in senior middle school. Research of the vocabulary level in this phase is typical and persuasive. Questionnaire, interview and documentary are used in the experiment to collect and sort information. The experiment aims to improve quality of teaching and learning efficiency in vocabulary by using mind-mapping after periodic training and overcome the difficulties in vocabulary learning. The sixth chapter is to conclude the experiment. In the conclusion, the enlightenment, deficiency and advice for applying mind-mapping are mentioned.An innovation of this thesis is the author’s attempt to integrate characteristics of mind-mapping and vocabulary in middle school with students’ recognition into theory basis for vocabulary teaching of middle school. The thesis combines theoretical method and practice together. It demonstrates in many perspectives that mind-mapping is beneficial in vocabulary teaching in middle school. |
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