A Study On The Application Of Mind Map In English Teaching In Junior High School

The new junior high school English curriculum standards emphasize on the teaching of English language which should not only pay attention to impart knowledge, but also concern about the students’ interest and initiatives in learning and whether they have the ability to use English cooperation and exchange of learning. With the deepening of teaching reforms, the teaching content of English teaching and the teaching requirements are also increasing. However, for the purposes of teaching at this stage, a major problem we may face is that the teaching time is limited but the teaching capacity demand is immense. So we need to explore how to make our teaching multiplier efficient. The Mind Map can help students build a complete knowledge structure. With the help of Mind Map, the students’ vocabulary and reading speed are increasing. Of writing, it can also help students have a clear position for overall framework of the article. Thus, the Mind Map in junior high school English teaching has played a positive role.This paper discusses the use of Mind Map in the junior middle school English language teaching. Combined with the teaching practice, the students’ learning ability is investigated. The results show that with same basic teaching conditions, if the students are taught in a mind-map way it will be more beneficial for the teachers to cultivate the students’ ability to learn. Learning efficiency depends on the learning capacity. And the learning efficiency is embodied with the students’ final examination. To compare the English grades of their final examination of two different classes, the results illustrated that the mind map to certain extent, played a positive and effective role for English teaching.This paper consists of four parts. The first part expounded the research background and significance of this paper. The author explained the reason for this topic and the research questions through analyzing the status qua of domestic and foreign research and some existing problems. The second part is to define the relevant concepts and theoretical basis. The brain science class theory, cognitive theory, cognitive processing level, knowledge visualization, deconstructionism theory and teaching design theory were discussed respectively. The third part expounded the concrete application of mind maps in the junior middle school English teaching. The design of experiment, experiment data analysis and experiment were discussed respectively. The last part summarized the significant effect of mind maps in the junior middle school English teaching.