A Research And Study Of The Effectiveness Of Mnemonics In Junior High School English Teaching With Cases From Yanshou No.Four Junior High School

English,a general language around the world,serves as an important carrier for the technological advancement,economic development and cultural communications.As the social development and globalization accelerate,higher demands are imposed on English learners.English Curriculum Standards for Junior High School state that English learning not only facilitates the youth to understand the world better,learn the advanced scientific culture and knowledge,spread the Chinese culture,and improve the mutual communications and understanding with foreign youth,but also help them to gain more opportunities for education and occupation development.Therefore,it is important and necessary for junior high school students to learn English well.The course of English learning,to some degree,is a fight against the forgetfulness,because students are required to memorize many words and grammar.The memorizing method is also a selection of learning strategies.As an English teacher of junior high school,the writer tries to improve the learning efficiency by means of making the learning contents into mnemonics,because the mnemonics are of strong rhythm and rhyming,which may facilitate reading and memorizing.The most important thing is that knowledge is included in the mnemonics.In this paper,the author conclude that mnemonics can be applied into English teaching of junior high school which is obtained by virtue of profound researches on pedagogy and psychology on the basis of practical teaching experience and with the help of learning strategy theory.Based on the theoretical knowledge of memorizing,it provides positive guidelines to the application and compiling of mnemonics.In terms of practice,the emphasis is laid on the experimental researches on the effects of formulas applied into English teaching of junior high school for the purpose of verifying the effects of mnemonics-based teaching method applied into English teaching of junior high school.The experimental data experience the group statics test and independent sample test by virtue of the software SPSS.Among the word-mnemonics-based experiments,the distinctiveness level is 0.002,less than 0.01,among the grammar-pithy-mnemonics-based experiments,the distinctiveness level is 0.003,less than 0.01.It tells that there is an apparent difference between the experiment group grades and reference group grades,and demonstrates that the writer's teaching method in English teaching of junior high school is of significant effects.The experiment results in this research are of widely practical significance to improve the quality of English teaching.In the course of teaching,English teachers of junior high schools deliberately integrate English learning with learning strategy and memorizing theory,helping students to use different mnemonics when they are learning different knowledge according to their own learning characteristics,which may increase students' memorizing efficiency and generate significant teaching results.