A Study On The Application Of Mind Map In Primary School English Review Lessons

In the early nineteen sixties Tony Buzan created mind map,which is a visualized thinking mode and a learning method.It is shown in the form of a hierarchical diagram,in which mutually subordinated relationships presented in rich colors,vivid images and clear graphic formula.It constructs a meaningful structure of scattered knowledge which originally is vaguely related.Mind map can help students to sort through the headword,to classify and to induct mass information,with deep processing of knowledge,and to make their instantaneous memory into long-term memory.After reviewing literature,it is found that scholars at home and abroad focus on research more on aspects such as mind map concept itself,production software,teaching,training,management,planning and so on.The studies on the application of mind map in primary school review lessons are very limited.Therefore,in order to change the current learning situation,in which students are trained mechanically and passively in primary school review lessons,and to motivate students to actively collect,process and store in mind the information through participation,experience,cooperation and creative thinking,this study will be of profound theoretical and practical significance.Using senior grade primary school students as subjects,this study,together with actual teaching practice,employs research approaches such as literature review,questionnaire,interview,experimentation and case study to examine the effectiveness of mind map in the improvement of English teaching.Findings from data analysis indicate: Firstly,after using mind map in review lessons,students performed more actively in class,had clearer idea about how to review lessons and take notes.Moreover,they tended to analyze and solve problems from different angels.Secondly,over 90% of students think mind map is helpful for their English review and are willing to continue using it in their future learning.Thirdly,in particular,students are fond of brainstorming and drawing the map together.Fourthly,the experimental class showed obvious increase in exam scores compared with the contrast class.Its average scores were 2.52 higher with standard deviation dropping from 15.31 to 10.97,and its excellence rate was 8.51% higher,which shows the learning situation in experimental class is developing into a positive direction.Fifthly,compared with tedious text information,students are easier to accept multi-dimensional,rich-color and strong visual stimulating graphics-text information.Last but not the least,after using mind map,the experimental class showed great improvement in the following aspects.The students make less spelling and grammar errors,create clearer themes,and produce good contents during their writings.They are more creative after all.Based on the results from qualitative and quantitative data,the conclusions of this study are as follows: Firstly,introducing mind map into primary school English review lessons can effectively improve students' interests in their learning and self-study abilities;Secondly,mind map can effectively enhance students' creativity and cooperation efficiency in review lessons;Thirdly,mind map can effectively increase review lessons' efficiency and students' academic scores.Therefore,some enlightenments for teaching can be gained from this study: Firstly,mind map is a new tool for teachers to apply in English review lessons;before class mind map is a tool to draw up the teaching design;during class mind map is a cognitive tool to support students' divergent thinking;and after class mind map is a good method for students to conduct English development training;Secondly,mind map is a new assistant for students in English review lessons.Mind map can help students to improve their efficiency of recitation by building a detailed,clear and highlighted knowledge network and to cultivate their divergent thinking;Thirdly,mind map is suitable for special review exercises in vocabulary,sentence pattern,pronunciation,grammar,writing and unit review,etc.Also,it is suitable for exercise types such as scattered knowledge generalization,confusing knowledge differentiation and complicated knowledge memorization;Fourthly,during the teaching process English teachers should hold on the educational theory of student-centered and teacher-guided instruction model,playing a compatible role as guide,organizer and regulator.