Action Research On The Application Of Mind Map In Primary School English Vocabulary Teaching

Vocabulary teaching plays an important role in primary school English teaching.English vocabulary is the basis of learning English,and also the key to learning it well.The size of English vocabulary has a direct influence on the students' listening,speaking,reading and writing abilities.Nevertheless,for primary school students,the difficulty of memorizing English words has already become the main obstacle to learning English.The traditional vocabulary teaching method has been unable to adapt to the new era of students' English vocabulary learning.How to improve the efficiency of students' vocabulary learning has become a problem to be solved urgently in teaching.Mind Map,founded by Tony Buzan,a famous British scholar,is a visual knowledge representation tool which visualizes knowledge and thinking.It combines concrete thinking and abstract thinking.Since Mind Map approach is introduced into the field of education,it has brought a positive impact on teaching and education.Mind Map has also played a significant role in English learning.Many researchers have combined Mind Map with English teaching.Their study contents involve vocabulary,writing,reading,listening and so on.This research aims to discuss the problem whether Mind Map can help students get a better learning effect in primary school English vocabulary learning.The research focuses on the following research questions:1.Can Mind Map-based English vocabulary teaching improve the accuracy of students' vocabulary memorization and the application level of vocabulary?If so,how does it improve the accuracy of students' vocabulary memorization and the application level of vocabulary?2.What effects does Mind Map have on the emotion and attitude of students'learning English vocabulary?Based on the Constructivism learning theory,the theories of knowledge visualization,memory processing level theory and the brain science theory,this thesis aims to apply Mind Map to English vocabulary teaching.The study selects grade four students of a primary school in Suqian City,Jiangsu Province as the research objects.Through analyzing the data of pre-test,the two parallel classes are considered to be in a unified level,having no difference in the level of English vocabulary.During the one-term experiment of teaching and research,a large amount of relevant data and information is collected by using the method of questionnaire investigation,tests and interview.After processing the data of the vocabulary dictation,questionnaire and interview,the author draws the following conclusions:Firstly,applying Mind Map into primary school English vocabulary teaching can improve the accuracy of students' vocabulary memorization and the application level of vocabulary.Through adapting Mind Map into the classroom teaching,students'mastery of word form,meaning and word matching has been strengthened,thus improving the application level of vocabulary.Also,students' divergent thinking is enhanced and their associative abilities are greatly promoted.Students' self-learning strategies are gradually enriched.Their vocabulary learning abilities have also been improved.Secondly,applying Mind Map into vocabulary teaching and learning not only changes students' habit of memorizing vocabulary,but also stimulates students' interest in English learning and promotes the ability of learning autonomy.The research findings will improve the present teaching methods and enrich the means of primary school English vocabulary teaching.It is hoped to change the traditional notion of vocabulary teaching for teachers and vocabulary learning for students.In the end,the thesis has summed up the study and looked forward to the further research.