The Application Of Thinking Maps To Teaching Senior High School English Grammar

It has always been a difficult point to learn English grammar in English teaching,especially high school English grammar,which involves an overall review of all the grammar knowledge learned junior middle school.Students often show an insufficient interest in English grammar learning,and teachers' traditional grammar teaching methods are relatively outdated and inefficient.This study believes that with the development of modern educational technology,the effective application of thinking maps to learning high school English grammar is one of the important ways to solve the current problems.At present,many researchers have put forward the advantages of thinking maps in English teaching,but most of the research conclusions are more theoretical without the specific examples and solutions based on English knowledge points.This study will take the English tense review class as an example to propose a teaching plan combining thinking maps with high school English grammar instruction and verify the influence of thinking maps on grammar learning.This study explores two research questions: Can Thinking Maps teaching mode improve students' interest in learning? Can Thinking Maps teaching mode effectively improve the effectiveness of English grammar teaching? Firstly,based on the literature research,this thesis analyzes the significance and feasibility of applying thinking maps in high school English grammar teaching through quantitative research.Secondly,the questionnaire survey method is used to investigate students' emotional attitudes towards the application of thinking maps to high school English grammar teaching.Third,the experimental method is adopted to verify the specific impact of thinking maps on the efficiency of high school English grammar learning.The research of the experiment lasted for two months.A total of 80 students from Grade 10 of Jiading No.2 Middle School in Shanghai were selected as the experimental subjects.Both classes were natural classes,and one is selected as an experimental class while the other is selected as control class.During the experiment,the experimental class adopted a grammar teaching mode based on Thinking Maps,and the traditional grammar teaching mode was used in the control class.The teaching content of the two classes is the same.The data collected from the questionnaires and experimental methods were analyzed with SPSS 19.0 software.Finally,the author analyzes and discusses the experimental data to draw conclusions: First,the combination of Thinking Maps and high school English grammar knowledge has a positive impact on the students' in grammar learning,making grammar learning really student-centered.Second,the combination of mind map and high school English grammar knowledge can help students systematically master grammar knowledge,and improve their grammar learning achievements,which enables teachers to improve teaching results.