The Study Of Mind Mapping Teaching Strategies In High Schools

In English study, drawing a mind map can make the students constantly inspect, correct and complement their own knowledge and finally perfect knowledge system can be mastered. Teachers can also understand their thinking process by observing the students’ mind maps. Based on the above reasons, the author carries on the study of mind mapping teaching strategies in high schools, aiming at improving the efficiency of English learning and teaching.The theoretical basis of mind mapping contains several theories below. Tony Buzan put forward the theories about cranial nerve physiology interactive learning mode, radioactive thinking and multi-sensory learning. Martin Eppler and Abi-El-Mona propose the idea of the creation and transfer of knowledge in knowledge visualization. Craik and Lockhart come up with memory processing hierarchy theory. Colins and Loftus’ theory about spreading activation and Wilson’s learning environment based on constructivism theory are also the principles of mind mapping theory. Understanding the foundation of mind mapping theory is the scientific basis to continue the study.At the same time, the author analyzes the applicative value of mind mapping in English class of high school according to the theories and combines the three goals of English teaching in senior high school. The goals are cognitive objectives, motor skills and emotion. The students are required to master phonics, vocabularies, functions, topics and grammars of the language and have the ability to use them. Let the students have the sense of achievement and the consciousness of solving practical problems. Because the aim of learning is not only to obtain the knowledge, but also to achieve emotional meet. According to the above contents, in this paper the author proposes the feasibility of learning and teaching about mind mapping in three processes — pre-class, while-class and post-class.This paper also presents the design of English mind mapping in high school needs to have certain principles according to the characteristics of the students’ learning. At first, procedural principle means students accept a new habit for English learning gradually and teachers should have enough patience in teaching. Heuristic principle means teachers should inspire the students to take the initiative of knowledge acquirement. The principle of subjectivity refers to the students who are the main bodies of learning, so they should think and draw mind maps, which should not be replaced by the teachers. Organizing principle focuses on effective conclusion of words, grammar and readings by drawing mind maps. Whole optimization principle means the final goal of mind mapping is to optimize the students’ knowledge system.Through the above principles, this paper designs the models of brainstorming diagram, layered structure and syntax analysis diagram and constructs English teaching situations as cooperation and problem situations. From the mind map teaching links, this paper describes such as how to use mind maps into a new knowledge, how to build and perfect a mind map, how to give homework and reflect. And practical ways and cases of using mind mapping in the high school English class are concretely introduced and analyzed from the following six aspects: First, when teaching vocabulary, teachers can use prefix, suffix and root to lead mind map teaching, or compare the learned and new words, then give chances to the students to discuss. Second, on teaching reading, teachers can use different ways to direct the students in different articles, such as narrative, exposition and argumentation, because different genre have their own article structures and levels, which make the articles better understood. Third, sentence patterns, the part of speech and tense are the several difficulties in English grammar, so understanding the association of English grammar is very important. Using mind map is a good way to grasp the overall architecture. Fourth, teachers should guide the students to use mind mapping in the preview of reading courses to integrate the scattered contents and promote the formation of students’ clear knowledge system. Fifth, use mind mapping in writing of high school English. This paper makes an argumentation as an example. In this way, the content can be clear and perfect, logical and organized, and it is also convenient for students to make example in proper place. Sixth, mind mapping also has great advantage in recitation. This paper chooses a mind map of a student to pick up wrong exercises, from which we can see the promotion of self improvement. The author also analyzes the role of mind mapping in evaluation, and from teacher’s evaluation, student’s self-evaluation and team mutual evaluation states the importance of using mind map as a English teaching strategy in high school.At last, summary and analysis according to the role of mind mapping in English teaching are expressed, and suggestions of the application are also put forward. English learning is very important to high school students, so the new teaching method——mind mapping should be widely researched and promoted in order to enrich in teaching strategies and improve the teaching effect.