A Study On The Application Of The Mind Mapping In English Vocabulary Teaching At Senior High School

Vocabulary is the top priority in language learning. For the high school English learners, vocabulary is the most important factor of learning English well. For a long time, teaching vocabulary in class is under the attention that it deserves. At the same time,the new standard has a new request for senior high school learners' vocabulary, and significantly higher demands on vocabulary teaching. Based on this, the author think the application of mind map in high school English vocabulary teaching as the breakthrough point, through the practical application of high school English vocabulary teaching,improving students' spelling of the time and the number of words extraction and representation.This study belongs to the empirical research, the experiment for nearly four months.According to the English examination, select Zhidan Senior High School grade one students in two classes as the research object. While class one has 43 students, which is for experimental, class two has 44 students, which is comparative class. Experimental class has a new vocabulary learning strategy that is mind mapping. Meanwhile, guiding students draw English vocabulary mind mapping. Comparative class still uses its original way of vocabulary teaching. Before and after the experiment, the experimental class' s students carry on the questionnaire survey. By randomly comparing the two classes' ten times at dictation test scores, and a final word write, using spss17.0 analysis the collected data, to verify the mind mapping can improve high school students English vocabulary memory, and the number of extraction and representation.Based on the research, the paper can come to the following conclusions.Firstly, the experiment tested the mind mapping in promoting the senior high school learners' vocabulary memory, mainly reflected in the increasing the number of spelling words, extraction and representation.Secondly, mind mapping can improve students' English vocabulary learning habits,and make them interested in learning English. Students do questionnaire before and after the experiment. From the statistical analysis, it can be found that the students begin to consciously thinking about some spelling features and the relationship between words and words, such as affix, suffix and polysemy.Thirdly, the experiment is also detailed discussion the actual production of mapping method. Vocabulary Mapping has its own characteristics. Because the student's thought and their plans are different from each other, their mapping has different styles. Teachers cannot use fixed thinking mode to guide students drawing a mind map.Finally, in the experiment process, teachers play a leading role. Based on the characteristics of students, making a specific teaching plan and using flexible teaching methods help the students complete the default content of teaching.