A Research On The Application Of Mind Map To English Story Teaching In Grade 5 Of Rural Primary School

In primary English teaching,story reading is prevalent among students.However,the current story teaching in rural English primary schools is usually based on the traditional expository method,which undoubtedly frustrates students’ interest.In addition,English Curriculum Standards for Compulsory Education(2022 Edition)specified that primary school students need to achieve secondary standards after Grade 6.The secondary goal of the story is that students are required to simply describe the event or tell a short story,and act out a short story or play with the help of teachers.It is difficult for rural primary school students to reach the secondary goal.As a tool of knowledge visualization,mind map can help students clarify knowledge context and construct knowledge system.Therefore,the application of mind map in English story teaching in rural primary schools comes into being.Based on knowledge visualization theory,scaffolding theory and constructivism,quantitative and qualitative research methods are adopted and 92 fifth-grade students from rural primary schools in Jiujiang City are taken as research subjects to discuss the effect of mind map applied in primary school English story teaching.The purpose is to solve three questions:(1)What are the changes in primary students’ story comprehension ability before and after the application of mind map?(2)What are the changes in primary students’ story retelling ability before and after the application of mind map?(3)What are the changes in primary students’ views on story learning before and after the application of mind map? In this study,92 students were tested and surveyed before the experiment.And 92 students were divided into two classes,each class has 46 students.The results showed that there was no significant difference between the story comprehension and story retelling abilities of the students in the two classes.In the process of the experiment,Class 2 was the control class(CC),which used the traditional teaching method for story teaching,and Class 3 was the experimental class(EC),which used the mind map for story teaching.In addition,the experimental data included students’ story tests,questionnaires,and interview records.After the experiment,EXCEL and SPSS 26.0software were used to process and analyze the collected data.The results are as follows.(1)In terms of story comprehension,with the help of mind map,most of the students were able to extract the keywords in the stories,clarify the storyline and understand the content learned.(2)In terms of story retelling,with the help of mind map,the overall story retelling level of the students in the class improved,and most of them were able to retell the English story completely.(3)In terms of students’ views on story learning,with the help of mind map,students’ interest in English story learning,teachers’ teaching focuses and differentiated instruction have all achieved positive changes.In addition,the application effect of mind map is influenced by students’ original reading ability.There are also some problems with its application,such as students’ difficulties in drawing mind maps and teachers’ failure to focus on all students.This study had the following pedagogical implications.(1)Before class,teachers should have a comprehensive understanding of the learning situation,then design teaching objectives at different levels and actively explore the story teaching model of mind map.(2)In class,teachers should pay attention to the drawing of mind maps of the underachievers to promote the development of thinking quality of all students.(3)After class,teachers should reflect on the effect of the application of mind map to story teaching and accumulate materials to form a mind map teaching model.