A Study On The Application Of Mind Mapping To English Grammar Teaching In Senior High School

As a visual tool which can be used to learn knowledge,Mind Mapping can be used to help people understand and generalize the knowledge by pictures,different colors and key words.In foreign countries,Mind Mapping has been extensively applied in the educational area.However,in China,especially in senior high school,it is still not commonly used in teaching and learning.As is known to all,grammar does play a significant part in English learning.However,it is found that a great number of students in senior high school think it is boring and complicated to learn grammar.Therefore,the author uses Mind Mapping to English grammar teaching in senior high school to know whether the use of Mind Mapping can affect students' grammar learning interest and be beneficial to improve students' grammatical competence by using tests and a questionnaire.The author did a study in Grade One of a Senior High School of Ulanqab,taking 90 students from two classes as research subjects,whose aim is to testify the availability and effectiveness of using Mind Mapping to English grammar teaching.The duration of the experiment lasted for 18 weeks in the first semester of 2018 to 2019 academic year,of which the purpose is to know the answer of the following questions: 1)Can the use of Mind Mapping to English grammar teaching in senior high school affect students' interest in grammar learning? 2)Can the use of Mind Mapping to English grammar teaching in senior high school be beneficial to improve students' grammatical competence? 3)What's the students' attitude towards the use of Mind Mapping to English grammar teaching in senior high school?Ninety students from two parallel classes were chosen as experimental subjects,Class Five was the experimental class(EC)and Class Eight was control class(CC).At the beginning of the experiment,a pre-test was carriedout to know whether the students of two classes had any differences in the level of grammar,whose results finally indicated that there was no obvious difference between EC and CC.During the period,applying Mind Mapping to grammar teaching was adopted in EC,while the teacher teaches grammar using traditional method in CC.When the experiment is over,a post-test was done in EC and CC,the results of which were analyzed by SPSS software.Besides,a questionnaire would be done in EC so that the author can know what's the students' attitude towards using Mind Mapping and whether using Mind Mapping can affect students' interest when they learn English grammar.It turned out that the average score of students in EC is better than that of students in CC from the result of post-test,which shows that applying Mind Mapping to English grammar teaching can be beneficial to improve students' grammatical competence than the traditional one.It can be seen that using Mind Mapping to English grammar teaching actively affects students' interest in grammar learning and most of students are fond of being taught with applying Mind Mapping to English grammar in senior high school by analyzing the result of the questionnaire.The author gives the following suggestions based on the findings of the research.Firstly,students who are fond of being taught English grammar by applying Mind Mapping should be encouraged,which can positively affect students' interest in grammar learning.Secondly,more English teachers can use the method of applying Mind Mapping to English grammar teaching to help students in senior high school to improve their scores of the grammar knowledge.However,there are still some limitations in this thesis,so it is expected that more researches on this aspect will be conducted so as to find a better method of English grammar teaching in senior high school.