更新时间：10-15 （梦溪）提供原创文章
Abstract
Nowadays, mind mapping has been widely used in various subjects in senior high school. English is one of the most important subjects in senior high school and it is a universal language and a necessary communicative tool which plays an important role. So the senior high school English teachers should pay more attention to the quality of English teaching and help students to cultivate a good learning habits. Since then, mind mapping has been applied in senior high school English teaching.
This research aims to find out the current situation of mind mapping in senior high school English teaching. The research questions reveal the current situation of mind mapping in the senior high school English teaching from three aspects. Firstly, what are the characteristics of senior high school English teachers using mind mapping? Secondly, what are the difficulties of senior high school English teachers using mind mapping? Thirdly, what are the factors affecting the application of mind mapping in senior high school English teaching? In this thesis, questionnaires and interview have been adopted to study and analyze the current situation of mind mapping in senior high English teaching. The findings are that senior high school English teachers use mind mapping frequently in vocabulary, reading and writing class and they cannot distinguish mind mapping and concept mapping clearly, then lacking of time and skills are the main factors affecting the application of mind mapping in senior high school English teaching. Through this thesis, teachers and students can learn the current situation of mind mapping in senior high school English teaching and learning, then they can know and analyze the positive influence of mind mapping on teaching and learning and improve their teaching and learning methods to achieve high efficiency teaching and learning.
Key Words: Mind Mapping; Application; Senior High English
Contents
Abstract
摘要
1.-Introduction-1
1.1 Research Background-1
1.2 Research Contents-2
1.4 Structure of the Research-3
2.-Literature review-5
2.1 Introduction to Mind Mapping-5
2.2 The Application of Mind Mapping in Various Aspects of English Teaching-6
2.2.1 The Application of Mind Mapping in Review Class-6
2.2.2 The Application of Mind Mapping in Vocabulary Teaching-6
2.2.3 The Application of Mind Mapping in Listening and Speaking Teaching-7
2.2.4 The Application of Mind Mapping in Reading Course-7
2.2.5 The Application of Mind Mapping in Writing Course-8
2.3 Introduction to the Research Contexts-8
2.4.1 Previous Studies on Mind Mapping in Foreign Countries-9
2.4.2 Previous Studies on Mind Mapping in China-10
3.-Methodology-12
3.1 Research Questions-12
3.2 Participants-12
3.3 Research Methods-13
3.3.1 Questionnaire-13
3.3.2 Interview-14
3.4 Procedures-15
3.5 Method of Data Analysis-15
4.-Findings and Discussion-16
4.1 Frequent Usage of Mind Mapping in Senior High School English Vocabulary, Reading and Writing Class-16
4.2 Difficulties of Senior High School English Teachers in Distinguishing Mind Mapping and Concept Mapping-19
4.3 Main Factors Affecting the Application of Mind Mapping in Senior High School English Teaching-21
5.-Conclusion-22
5.1 Major Findings-22
5.2 Implication of the Research-22
5.3 Limitations of the Research-23
5.4 Suggestions for Further Research-23
Appendices-24
Bibliography-28