On Effectiveness Of Mind-Mapping-Assisted Teaching Of English Grammar In Senior High School

With the increasingly development of the world,English plays a greater role and so does English-learning.English learning methods play a decisive role in the English learning process.Effective learning methods can not only improve students' learning efficiency,but also cultivate their English learning interest.Grammar learning is an important part of Chinese students' English learning,and it is also a major difficulty in English learning and English teaching.English grammar teaching has always been the main focus of English teaching in senior high schools.Teachers and students wonder to what extent the grammar restricts English learning.For a long time,grammar teaching has taken teachers and students a lot of time and energy,but has little effect.Attributive clause is one of the most important knowledge points in College Entrance Examination..It has been highly valued by teachers in English teaching.Although the teaching time of the attributive clause is relatively long,there are many targeted training in the teaching process.Students still generally feel that it is difficult to learn attributive clause,and there are endless errors in the process of learning attributive clause.Mind mapping is an effective visual tool for knowledge representation.Different from traditional teaching,it can activate both left and right brain at the same time,and improve student's understanding,memory and creative thinking ability by using keywords,graphics,colors,etc.Therefore,it is widely used in educational field at home and abroad.It plays a vital role in the innovation of teaching methods.Mind mapping is widely used in the developed areas of education,but it is still not effectively used in the western areas where education is relatively less developed areas.This research uses teaching experiment method,questionnaire survey method,interview method and test method.On the basis of previous studies,the English Learning Scale,the Grammar Learning Scale,the Mind Map Scale and the Attributive Clause Test Paper were integrated,before and after Mind Map assisted English grammar teaching respectively.In this study,the mind map was used,and the test papers before and after the English grammar study conducted a teaching experiment on 100 students from the high school of the Zunyi Aerospace High School,designed to verify the role of mind maps in English grammar teaching.Among them,class 16 is the experimental class,and class 15 is the controlled class,and the two classes' entrance examinations are equivalent and the author also teaches them at the same time.Before the experiment,employing the questionnaires the author will conduct a survey on the fact of English learning,mind map,and English grammar learning.The author conducted a three-month Mind-Mapping-Assisted English Grammar Teaching in the experimental class.After the experiment,the author will test the English learning,mind map and English grammar learning situation of the experimental class classmates again.After data collection,the author used SPSS to analyze the collected data.The experimental results show that in today's boring grammar teaching,mind map is conducive to improving students' interest in English learning,and has a positive effect on high school English grammar teaching,provides a new way for English learning,and also provide a new thinking for the English grammar teaching in high schools.