Research On English Vocabulary Teaching In Senior High School Based On New Curriculum Standard Of Mind Mapping

Mind mapping is not only a tool to realize knowledge visualization,but also a way to guide radioactive thinking to be concrete.Since the introduction of mind mapping into the field of education,it has formed a greater positive impact on education.At present,the amount of English vocabulary and information in senior high school is relatively large,especially under the requirements of the "new curriculum standard",the amount of vocabulary in senior high school English teaching has greatly increased,involving a wider range of knowledge.This makes it more difficult for senior high school teachers to teach English vocabulary.Furthermore,two key questions were raised(1)When learning English under the new curriculum,using mind mapping in high school English vocabulary teaching can help students improve their ability to remember vocabulary and learn,and improve the accuracy of word spelling?(2)Can the use of mind maps in the actual teaching of high school English vocabulary change the habits,methods and enthusiasm of high school students' English learning?This study is based on empirical analysis,and the experimental process takes about 4 months.According to the English scores from junior high school to senior high school,the subjects of the study are determined as students in one or two classes of XX senior high school.Taking one class as the experimental class,the total number of students is 40,and the other class as the control class,the total number of students is also 40.With the help of mind map,the basic strategy of learning English words in the experimental class is to draw the vocabulary map,while in the control class,the traditional English teaching method is still used.The students in the experimental class were investigated before and after the experiment.The results of 10 times of word dictation in two classes were randomly selected and compared.The data collected from the survey was analyzed in combination with SPSS 17.0.According to the results of empirical analysis,a conclusion was drawn:(1)Mind mapping-based vocabulary teaching model can be effectively carried out in classroom teaching to improve students'correct spelling rate and vocabulary use level,including the mastery of word form,meaning and collocation,and to promote the improvement of students' vocabulary learning ability.(2)Improving students'learning habits.By comparing the answers of questionnaires before and after the experiment,the teaching of English vocabulary in senior high schools using mind mapping tools can improve students' enthusiasm in using methods and their initiative in learning.For example,they can actively compare the words they have learned and the new words they have learned.Connections and differences can stimulate students'interest in learning words.(2)The effectiveness of improving students'English learning performance is mainly reflected in the data of improving students' English learning performance and efficiency.On the basis of classroom application,this study makes a statistical analysis of the differences in English learning effects between the experimental class and the control class by comparing the final results of the students in the experimental class with those in the control class.Through the pre-and post-experimental questionnaires,it compares the differences in emotional attitudes,thinking habits and learning styles between the experimental class and the experimental class before and after the experiment.The same degree of change.Therefore,mind mapping has its unique advantages in senior high school English vocabulary teaching.It is hoped that this study will help teachers and students change their traditional vocabulary teaching and vocabulary learning concepts.It is also hoped that this study will enrich the theoretical and practical research of junior high school English vocabulary teaching.