A Study Of Application Of Mind Map In English Grammar Teaching In Junior High School

With the advancement of English curriculum reform and the promotion of core literacy,English teachers are aware of the importance of English grammar in the process of English teaching profoundly in junior high school.Although much effort has been put to exploring the method of English grammar teaching,the condition of its development is pessimistic for students,such as the deficiency of interest and the fragmentation of grammar knowledge.While mind map,also as a scientific teaching method,is applied to English vocabulary and reading teaching at home and abroad.Nevertheless,they seldom combine mind map with English grammar teaching in junior high school.Firstly,this paper illustrates the necessity of mind map in English grammar teaching in junior high school.This part introduces the current situation and analyzes main problems in English grammar teaching with mind map.Secondly,this paper puts forward “Three-step approach of mind map”.Furthermore,this part elucidates the connection between grammar teaching and mind map built on the theory of constructivism and the visualization for the grammar teaching model.Finally,in order to verify the validity of this model,this paper selects ninety students who from two classes in the seventh grade of a middle school in Liaocheng as the subjects.And the experiment has been conducted for three months.Before the experiment,the author makes a survey of the familiarity of the mind map and then carries out a training program for the subjects and a teaching negotiation with them.Students' English scores in two classes also were compared to select the parallel classes.During the experiment,the “Three-step approach of mind map” is adopted in the experimental class,whereas guiding discovery method in control class.After the experiment,the author collects the experimental data through the questionnaire platform to support the positive effect of mind map on students' interest in English grammar learning of junior high school.The SPSS 20.0 software is used to collect the grammar scores of students.It aims to illustrate active impact on students' English learning in junior high school by comparing the scores.Interviewing is to confirm students' sense of acquisition in the process of “Three-step approach of mind map”.It is found that the combination of mind map with English grammar teaching can stimulate students' interest and help to systematize students' grammatical knowledge in English learning.Therefore,this paper must to provide reference and inspiration for the development of grammar teaching in junior high school in China.