Research On The Application Of The Mind Maps To English Vocabulary Teaching In Primary School

In primary school English classroom teaching,teachers generally adopt the conventional teaching method,that is "pinyin + spelling + word meaning".Vocabulary learning is considered as a simple process of translation and mechanical memory.In the absence of a scientific vocabulary learning strategy,students learn words by rote,which is ineffective and a waste of time.Therefore,in order to improve the efficiency of primary school English vocabulary teaching,it is necessary to explore effective English vocabulary teaching methods.Based on knowledge visualization theory,constructivism theory and cognitive processing level theory,this study attempts to apply mind map to English vocabulary teaching and verifies its effectiveness through empirical research in order to find more effective vocabulary teaching method.This experiment mainly has the following research questions:1.Does mind map vocabulary teaching method help students memorize English vocabulary?2.Can mind mapp vocabulary teaching methods improve students' learning habits and style?3.Does mind map vocabulary teaching method improve students' interest in learning English vocabulary?Two parallel classes(Class2,Class3)of Grade 5 in M Primary School of Kashi were chosen as the research object.Before the experiment,a pre-test of vocabulary proficiency was conducted in the two classes,and made statistical analysis using SPSS.22.0.The results shows that there is no significant difference in vocabulary performance of the two classes,so it could be used as a research object to carry out teaching experiments.The experiment lasted for 13 weeks from September 10,2018 to December 14,2018.Before the experiment,the interview and questionnaire were conducted to investigate the current situation of students' English vocabulary learning in two classes.After the experiment,the students in the experimental class were asked to fill out the questionnaire and participate in the interview to obtain feedback on the application of mind mapping in vocabulary teaching.At the end of the experiment,a post-test of vocabulary proficiency and an English vocabulary contest were carried out in two classes.The data was analyzed by SPSS.22.0.By combing quantitative research with qualitative research to analyse relevant data and interview data,the following conclusions can be concluded: Mind map can improve students' interest in learning English vocabulary;Mind map improves students' vocabulary learning habits and learning style;Mind map vocabulary teaching method helps students to remember the vocabulary.At the same time,the end of the article elaborates the research enlightenment from the two aspects,students and teachers,hoping to provide a reference for the implementation of English vocabulary teaching and vocabulary learning in primary school.