| Mind Map is a kind of visual knowledge representation tool,and it is also a method to materialize radioactive thinking.The Mind Map combines the image with the text with the tools of image,color,center word and line to turn the learner's attention to the center image,which can help learners to learn and think and strengthen their memory.Mind Map makes full use of the brain function and follows the memory rules to reorganize information and then find out relationships between new knowledge and old one,which can improve students' memory.That is what we need in memorizing vocabulary.Words are the basis of learning English,but also the key to learn English well.However,vocabulary in the textbook are arranged in alphabetical order,there is the separation between the words and logical association is very little,so the arrangement is not easy to enhance the activity of the students' brain.English learners generally have difficulties in memorizing words,forgetting quickly and low efficiency,which has become the main obstacle for students to learn English.Aiming at the characteristic of many complicated vocabulary in senior high school,this study applies the Mind Map to the teaching of English vocabulary in senior high school under the guidance of knowledge visualization theory,brain science theory,constructivism learning theory and process-level theory of memory,so as to strengthen the memory of English vocabulary of senior students and improve the number of extractions and reproductions of English words.The research focuses on the following three questions:1.Can Mind Map help senior students memorize words?2.Can Mind Map help senior students to extract and reproduce more words?3.Does Mind Map have any different effect on the students with different vocabulary levels(high-level group,middle-level group and low-level group)in the experimental class?In view of the above research questions,the author conducts the experiment which starts from September 2018 to December 2018 in Shangdu Senior High School of Ulanqab City.Selecting 85 students of Grade One from two parallel classes 1803 and 1804 as the research objects.The class 1803 is for the experimental class,using the Mind Map for vocabulary teaching,while the class 1804 is for the control class,which is still used traditional vocabulary teaching method.The study adopts the experimental method and collect a large amount of research data by vocabulary tests.At the end of the experiment,by using the software SPSS22.0 to analyze and study the data collected during the experiment,the results were as follows:Firstly,the English vocabulary teaching based on the Mind Map is of great help for senior students to memorize the words.Secondly,teaching English vocabulary based on Mind Map is helpful for senior students to extract and reproduce more words.Thirdly,the effect of Mind Map on the vocabulary scores of students at different levels in the experimental class is slightly different,especially the effect on the students' vocabulary scores of middle-level group is obvious.Based on the above results,the author puts forward the following suggestions for the future English vocabulary teaching in senior high school.Firstly,English teachers should pay more attention to the effect of Mind Map on vocabulary teaching,and apply the Mind Map to the daily vocabulary teaching.Secondly,teachers not only have a pretty good knowledge of Mind Map but also combine the professional knowledgewith their understanding of Mind Map well.Thirdly,teachers teach different vocabularies with different types of Mind Maps in daily vocabulary teaching. |
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