思维导图在词汇教学.docx

思维导图在词汇教学.docx

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思维导图在词汇教学

Contents

Abstract

Thewordisnotonlythemostbasicelement,butalsothekeytolearningEnglishwellinEnglishlearning.However,itisverydifficultforstudentstoremembermanycomplicatedwords.ThisisthemainobstacleintheprocessoflearningEnglish.Mindmappingusesitscharacteristicstohelpstudentslearnandmemorizewords.Itmakesthoseforgettableandcomplicatedwordsmoreintuitiveandsystematic.Itcancultivatestudents’interestinlearningEnglishwordsanddevelopingtheirabilityinstudy.Mindmappinghasbecomethethinkingqualityofdevelopingandcultivatingstudents.Itisavitalmeasureforstudentstoarouseandordertheircreativethinking.ThisthesisstudiesmainlythefunctionsofthemindmappingintheEnglishwordteaching.WhenwedesigntheEnglishwordsmindmapping,someelementsshouldbeconsidered.Itwillbegoodforpeopletolearnabouthowtousethemindmappingeffectively.

Keywords:

mindmapping；wordmemorizing；Englishwordsmindmapping

摘要

在英语学习中，单词是最基本的元素，也是学好英语的关键。

然而，对于学生来说记住许多复杂的单词是很困难的。

这往往成为学好英语过程中的主要障碍。

思维导图用其独特的特点帮助学生进行单词的学习和记忆，使易忘、繁杂的单词更直观化、系统化，从而培养学生对英语单词的兴趣，提高英语的学习能力。

思维导图已成为发展和培养学生的思维品质，激发、引导学生的创造性思维的重要工具。

本文主要研究的是思维导图在单词教学中的作用以及设计英语单词思维导图时的关键要素，有助于人们了解如何有效地使用思维导图。

关键词：

思维导图；单词记忆；英语单词导图

Acknowledgements

Iwanttoexpressmyappreciationtomanywhohavesupportedmyeffortsinwritingthispaperduringthepastfewmonths.

IamgreatlyindebtedtoProf.。

。

。

forhiscontinuoussupportandinvaluablesuggestionsthroughouttheperiodIworkedonmythesisaswellasforhisgenerosityinspendinghisinvaluabletimereading,polishingandcommentingonmypaper,whichisnecessarytoitscompletion.

HeartythanksshouldalsobegiventoProfessor。

。

Professor。

。

ProfessorLiping,ProfessorZhufeng,andotherteachersinourschool,fromwhosecoursesandlecturesIhavebenefitedalot.

Specialthanksshouldbeextendedtomyparentsfortheireverlastinglove,supportandencouragement.Iamveryproudofthem.

Whatismore,Iwouldliketoshowmysinceregratitudetothoseexternalexaminerswhospendtheirprecioustimereadingmythesisandmakingvaluablecriticismsandsuggestions.

ApplicationofMindMappinginEnglishWordsTeaching

1Introduction

WordteachingisanimportantpartinEnglishteaching.Alargequantityofvocabulariesdirectlyaffectsthecapacityoflistening,speaking,readingandwriting（纪曼然,2010:

23）.Therefore,itistherootforstudentstolearnEnglishwell.“Withoutgrammarverylittlecanbeconveyed,withoutvocabularynothingcanbeconveyed”（Wilkins,1987:

58）.So,thevocabularyteachingisverynecessaryforeveryonewhowantstolearnEnglish.However,asweallknow,itisamainobstacleforustomemorizemuchmorecomplicatedwordsintheprocessofEnglishlearning.Mindmappinghelpsstudentssolvethisproblemwithitsuniquecharacteristics.ThisthesismainlyfocusesontheapplicationofmindmappingintheEnglishwordsteaching.Byusingthismeasure,itwillhavepositiveinfluencesonstudents.Butsomeelementsshouldbeconsideredwhenwedesignthewordsmindmapping.Somequestionsshouldbecaredabouttheapplicationofmindmapping.

2Theconceptofmindmapping

2.1Thedefinitionofmindmapping

Mindmappingreferstotheeffectivemodeofthinkingandappliestothethinking“mapping.”Suchasmemorizing,learning,thinkingandsoon.Ithelpstodiffusethebrain’sthinking.Mindmappingisalsocalledmentalmap,whichisanexpressionofradioactivethinkingofeffectivegraphicsthinkingtool.Itissimplebutextremelyeffective.Mindmappingisarevolutionarytoolofthinking.Itusesgraphicandskillstoexpresstherelationshipbetweenvarioustopicsandrelatedhierarchyfigure.Itestablishessubjectkeywordsmemorylinkswithimages,colortofullyusethefunctionoftheleftandrightbrain.Mindmappingutilizesthelawofmemory,reading,thinkingtohelppeopleachievebalanceddevelopmentbetweenscienceandart,logicandimagination.Itopenstheinfinitepotentialofhumanbrain.Amindmappingisthepowerofthehumanmind.

Mindmappingisamethodofradioactivethinking,andweknowthatradioactivethinkingisanaturalthinkingwayofthehumanbrain.Eachkindofinformationintothebraincanbecomeathinkingcenterwhichradiatesoutwardthousandsofkeypointswhetheritisafeeling,memory,orideaincludingtext,numbers,codes,fragrance,food,line,color,imagery,rhythmandmusicalnotes（Buzan,2005:

32）.Eachkeypointrepresentsalinkwithacentraltheme,andeachlinkcanbeanothercentraltheme.Itemanatesoutwardthousandsofkeypoints,andpresentsaradioactivestereostructure.Thelinksandthejointscanberegardedasthememoryandpersonaldatabaseofyours.

Although the Mind Map is drawn on a two-dimensional page, it represents a multi-dimensional reality, encompassing space, time and color（Buzan, 1993:

56-57）.

2.2Thefeaturesofmindmapping

Themindmappingcannotonlymakestudentsnoticeclearlyandquicklytheemphasis,butalsoletthemuseanassociativewaytothinkmoreclearlyandeffectively.Byusingthecolors,lines,arrowsandotherwaystodrawyourmap,itcanhelpussortandorganizethecomplexthoughtsandprocesses.Thus,itimprovestheabilityofunderstanding,andtransformsthethinkingintotheactualthoughtsandeffectiveactionswithmoreefficiency.

3.TheapplicationofmindmappinginEnglishteaching

3.1Tousemindmappingtolearnnewwords

IntheEnglishwordsteaching,weoftencomeacrosspolysemyandhomonyms.Inthiscase,althoughstudentscanrememberacertainmeaningofoneword,thesamewordhasothermeaningsinothercontexts.Intheprocessofpolysemylearning,wecanteachstudentstousethemindmappingtodrawthemapmoreclearlyforfurtherstudy（李艳,2011:

12）.Bydrawingthemap,itcanhelpstudentssummarizetheinformationfromthedictionary.Thenintheflexibleway,studentscannotonlysavetheirtimetostudy,butalsoimprovetheefficiencyoflearning.Itwillgreatlypromotetheirinitiativeandstimulatetheinterestoflearning.

3.2Tousemindmappingtodistinguishsynonymandhomoionym

One'svocabularydegreecanbedividedintofourlevels:

sayingtheword,writingtheword,readingthewordandguessingthemeaningoftheword.Thefirsttwolevelsarepositivewordsandthelasttwolevelsarenegativewords（汪榕培、卢晓娟，1997：

25）.ThenumberofpositivewordsgraspedisavitalroleinlearningEnglishwords.However,thedifficultyisthatmanywordsarenotonlythesamemeanings,butalsoaresimilarinusage.Itiseasytomakelearnersconfused.Mindmappingcanguidethestudentstorememberthesewordswhichcannotonlyimprovetheabilityofstudents'memory,butalsocanmakethemmorecreativeandorganized.Thefollowingbrainfigurecangiveussometipsonthecategoryoflearning.

3.3Tousemindmappingtolearnaffixesandroots

ThemosteffectivewaytoformEnglishwordsistheaffixmethod.Thatistosay,wecanaddaffixestoroots.Throughtherootofassociation,studentscanlearnawordtorapidlyexpandtheirvocabularyandbuildtheconnectionbetweentheimageandvocabulary.Byshapingtheabstractmaterials,studentscancomprehendthewordsandthusmemorizethewordsbetter.SoinordertoenlargeyourEnglishvocabulary,youmustmasterthecommonmeaningsofaffixesandroots.

4ThefunctionsofmindmappinginEnglishwordsteaching

4.1Motivatestudents’interestoflearning

Inthetechnologicalinformationteaching,thereisalotofknowledgetolearn.Whenteacherscarryoutteaching,theystrengtheninherentlogicalrelationsoftheknowledgeandcombinethelinksofknowledge.Teachersalsoarrangetheorderreasonablytomaketheorganizationofteachingcontentsaccordwiththecognitivelawofstudents.Itisespeciallyimportantforustoavoidenumeratingtheconceptinisolation.Byusingthemindmappingtoorganizetheknowledgepoints,itgreatlyimprovesthestudents'interestinlearningandthestudentscanmasterthehierarchicalrelationshipbetweenconcepts.Itmayrecordtheprocessofthoughtandthenformsystematicknowledgeandexpandthethinkingspace.

4.2Improvetheabilityofmemorizingwords

IntheprocessofEnglishlearning,memorizingwordsisaveryimportanttask.RememberingwordsisashortcomingofstudentsinEnglishlearning.Especiallyinthejuniormiddleschool,students’vocabularyisincreasedobviously.Somestudentsfeelitveryhardtorememberwords.Howtohelpstudentsrememberthewordsthatarebeinglearntwiththehighestefficiencyinperunit?

Onlyifwesolvethisproblemefficientlycanwetrulyreducetheburdenofstudentsandimprovethequalityofteaching.Studentscanassociatethewordsandthendrawthewordsmindmapping.Peoplefollowthelawofvocabularyfromshort-termmemorytolong-termmemoryandenlargeourvocabulary（Lewis,1993:

146）.Therefore,everyoneimprovesthelevelofEnglish.Makingamindmappingcanmakeusthinkpositively,whichcandeepentheunderstandingofknowledge.Whenitimprovestheabilityoflearning,italsoinspiresourinterestinlearning.Themindmappingenhancesoursenseofaccomplishment.Inaddition,intheprocessofmakingamindmapping,itcanmakeusfeelrefreshedandobservetherelationshipbetweenknowledge.Weevenfindthatwenevernoticeandrealizetherelationshipwhichcanproducesomeinnovativeunderstandingsoastoachievethegoalofinnovativelearning.Asavisualthinkingtool,mindmappingcanbeappliedtomemorizingtheEnglishwords.Itcanbesaidtobeaverymeaningfulstrategy.

4.3Developthehabitofself-thinking

Nowadaysthestudents'interestinlearningEnglishisdecreasing,especiallycollegee