The Application Of The Mind Mapping In The English Vocabulary Teaching Of Senior High School

Mind mapping is a visual cognitive tool.Since mind mapping has been applied to the field of education,it became an important tool for cultivating students' learning interest and creative thinking.Vocabulary is the basic material of language learning.If we do not have enough vocabulary,we will not be able to listen,speak,read,and write effectively.And we cannot communicate effectively in English.Therefore,a person's vocabulary is the key to successful English learning.To some extent,the amount of person's vocabulary also indicates the level of the person's English.Due to most students did not take effective methods in the process of learning vocabulary,their vocabulary learning efficiency is very low.Therefore,they gradually lost their interest in learning English.So in this thesis,the author applies mind mapping to English vocabulary teaching in senior high school,which hopes to find answers to the following questions.At last,the author can provide students with a better vocabulary learning strategy.(1)What are the advantages of mind mapping compared with the traditional approach in English vocabulary teaching?(2)What will be the effects of mind mapping on English vocabulary teaching in senior high school?Under the guidance of knowledge visualization theory and cognitive processing theory,this paper applies the method of mind mapping to English vocabulary teaching in senior high school.The author selected the first year of senior high school students in two parallel classes of Yong Wei High School,Yongcheng as research objects.Besides,questionnaires,interviews,experiments and other methods were applied in this thesis to collect and analyze data.In the course of the experiment,the author designed some English vocabulary mind maps according to the students' cognitive habits,which aims to promote students' vocabulary memory.Through the application of mind mapping to senior high school English vocabulary teaching,the author hopes to prove the effectiveness of mind mapping.Therefore,the purpose of the experiment is to explore the application of mind mapping in vocabulary teaching so that the forgetful,complex,and scattered high school English vocabulary is displayed in a more intuitive,systematic,visual,and logical form.Students can establish a connection between new and old knowledge to improve the correctness of students' vocabulary memory and the accuracy of vocabulary extraction.This research mainly carried out the following works:Firstly,the author has compiled a comprehensive study of mind mapping in English vocabulary teaching at home and abroad,which is to understand the research status of this subject in this field.The author also analyzes some related theories,such as knowledge visualization theory,level of processing theory and the relationship between the two theories and mind mapping.This theoretically explains the feasibility of mind mapping in promoting English vocabulary memory.Secondly,in designing English vocabulary mind maps,the author explored the skills and specifications of English vocabulary mind mapping.For the convenience of students' reference,the unit vocabulary maps and module vocabulary maps were made.On the other hand,students were also required to make their own mind maps.Thirdly,during the four-month experiment in the experimental class,the author uses SPSS and Excel office software to make a comparative analysis of the data.In this way,the effectiveness of mind mapping in English vocabulary teaching is determined.Experiments have proved that English vocabulary maps can not only improve the efficiency of vocabulary memory,but also improve students' consciousness of learning.Besides,it can establish a connection between new and old knowledge.Therefore,students' interest and confidence in learning can be enhanced.Finally,the author summarizes the whole experiment and points out the experience and shortcomings of the experiment as well as the educational inspiration.