Application Of Mind Mapping To English Grammar Teaching In Junior High School

The thesis attempts to construct a model of English grammar teaching in junior high school based on mind mapping in order to help students overcome the difficulty in learning English grammar, improve the effect of grammar learning and teaching. First, it analyzes the problems existing in English grammar teaching through literature and questionnaire to illustrate the necessity of the application of mind mapping in junior high school. Then, it states the scientific nature and feasibility of applying mind mapping to English grammar teaching based on brain science theory, constructivism theory and knowledge visualization theory, presenting the outline of this study. After that, it conducts a 4-month empirical study of the application of mad mapping in junior grammar teaching. The experiment consists of 106 subjects in two classes of Grade Seven from Fuzhou NO.29 Middle School, and employs such tools as testing, questionnaires, students’ interviews and software of SPSS, etc. In the experiment, mind mapping grammar teaching method is used in the experimental class and regular grammar teaching method in the control class. Then, this thesis collects and analyzes the results of experimental data, questionnaire and students’interviews. The study shows:(1) mind mapping grammar teaching contributes to students’ grammar performance and their total English scores; (2) mind mapping grammar teaching helps boost students’ interest of grammar learning. Therefore, it is worthwhile to apply mind mapping to grammar teaching in junior high school.