A Study On Mindmap-Based Junior Middle School English Vocabulary Teaching

In junior middle school English teaching,vocabulary is a very important part.Mastering a certain amount of vocabulary is the basis of learning a language,and the size of the English vocabulary also directly affects the ability of listening,speaking,reading and writing.However,students are facing the big obstacles in vocabulary learning and memorizing difficultly and forgetting quickly become students' main problems to enlarge vocabulary.How to improve the efficiency of students' vocabulary learning and change the poor situation of vocabulary learning becomes an important problem to be solved urgently in teaching.The traditional vocabulary teaching method is relatively old,and has been unable to adapt to the new era of students' English vocabulary learning.Mind Map founded by Tony Buzan,British famous scholar,is a simple,efficient,radioactive and picturesque tool that visualizes knowledge and thinking.It shows the hierarchical relationship of all levels of knowledge with the help of color,lines,images and code in an illustrated way.And it establishes memory mechanism among keywords and images,color,etc.,and fully uses the function of the left and right brain,complying with the rule of memory and thinking to strengthen memory effect.In English learning,mind map also can play a significant role.And there are many researchers combining mind map and English teaching,whose research focus are different.The study contents involve vocabulary,writing and reading.And this research aims to discuss this problem: in the junior middle school English word learning,whether mind map can help students get a better learning effect? The research focuses on the following two research questions:1.whether the mindmap-based junior middle school English vocabulary teaching can improve the accuracy of students' word memorization and the application level of vocabulary?2.whether the mind map can improve students' habit of learning words,stimulate students to learn English words?This study applies mind map to the English vocabulary teaching in junior middle school,taking two parallel classes of a middle school in Xixia county of Nanyang,Henan province as the research objects,and adopts the combination of quantitative and qualitative research method to carry on two-month experiment teaching.Through analyzing the data of pre-test,the two parallel classes are considered to be in a unified level,no significant difference in the level of English vocabulary.According to the data analysis of eight phased-tests and the post-test,the results show that the scores(word dictation and application)of experimental class based on the vocabulary teaching method of mind map are higher than that of control class using traditional vocabulary teaching method,which has significant differences between them.And then,through the analysis of the questionnaire data,it shows that mind map can help students to form a good vocabulary learning habit,to stimulate students' enthusiasm for English vocabulary learning,so as to improve the efficiency of vocabulary teaching.Therefore,the mind map-based English vocabulary teaching in junior middle school has its unique superiority,and it is hoped to change the traditional notion of vocabulary teaching for teachers and vocabulary learning for students.The author also hopes this study has certain significance in the aspect of enriching the research of junior English vocabulary teaching in theory and in practice.