思维导图在小学英语中的应用

1、关于思维导图在小学英语课堂教学中的运用探究  摘要：本文分析了思维导图作为教学工具在小学英语课堂教学中应用的优势，并结合一线课题指导实践，通过具体的教学案例探讨了思维导图在复习导入、单词学习、协作交流、话题作文、快速阅读、课堂内容复习等教学环节的操作方法，试图探寻出一条有效开展小学英语课堂教学的实践之路。关键词：思维导图；小学英语；教学工具；应用Abstract: this paper analyzes the mind mapping as a teaching tool applied in the primary school English classroom te

2、aching advantages, combined with the subject line to guide practice, through the concrete teaching case a mind map is discussed in the review import, word study, collaboration, communication, topic composition, rapid reading review teaching links such as teaching contents, operation methods, trying

3、to find an effective way for primary school English classroom teaching practice.Key words: mind map; Primary school English; The teaching tool; applicationIntroduction "primary school English new curriculum standard" explicitly pointed out that, teachers should make full use of modern educ

4、ation technology, using computer and multimedia teaching software, explore new teaching mode, improve students study way, improve the learning effect. But how to integrate information technology really effectively integrate elementary school English classroom teaching, improve the efficiency and qua

5、lity of classroom teaching, is an important topic of the current primary school English teaching research. Literature analysis shows that there are more about mind mapping in the university, high school and junior high school English study, but its study in primary school English level is obviously

6、inadequate. Innovation experiment leap-forward development for the author and the "basic education" program of experiment teachers in the use of mind mapping to promote the primary school English classroom teaching has carried on the continuous exploration, trying to find an effective way

7、for primary school English classroom teaching practice.A, mind mapping profileMind mapping is a British psychologist Tony Bezen (Tony Buzen) is put forward. He think: radioactive thinking is a kind of new, on the basis of the brain, a senior form of thinking, and a mind map is the natural expression

8、 of radioactive thinking form.11 it is based on the hierarchy and classification of information organization, embarks from the central theme through specific association branch. Branch is identified by an key words or graphics, and make full use of the change of the colors and fonts to radial though

9、t processes and results into visualization tools. "21 mind mapping is the core idea is to use the left brain logic functions, such as words, Numbers, and at the same time using the right color, images, symbols, the function such as spatial awareness, thinking traces with pictures and line form

10、the structure of the divergent, thus the image thinking and abstract thinking very well together.Only use your brain to think about their own language problem can stimulate the brain to the greatest extent of Lenovo and creativity.Compared with manual drawing method, mind mapping tool software has v

11、arious forms of expression, easy to modify, can use multimedia form, and many other advantages. Commonly used mind mapping tools have Mind Map Editor, Mind Manager, Inspiration Free Mind, Mind Genius, Kid aspiration etc, including Kid aspiration is tailored specifically for children learning, it'

12、;s in the interface design and graphic library content give full consideration to the cognitive characteristics of children. And equipped with voice prompt in English, is suitable for students learning English.Second, analysis of the advantages of mind mapping as a teaching tool1. Highlight the key

13、and effective mnemonic, improve the learning efficiency on the one hand, the learners' mind maps mainly focus on the key knowledge points, do not need to waste time on those irrelevant content. Thus save valuable learning time. A mind map, on the other hand, through effective organization and th

14、e establishment of the conceptual framework of conceptual meaning to become a powerful mnemonic tools.2. Improve the students' information processing way, to establish reasonable knowledge network, thus promoting the integration of old and new knowledge, improve students thinking ability in the

15、process of construct the mind map, the increase of mind mapping node or the changes of concept structure embodies the information of learners personalized, active T and build process knowledge. The recessive knowledge be made explicit in the brain, mind maps to the visual characteristics of the curr

16、ent new knowledge content orientation and guidance, make the learners see the connection between the old and new knowledge, and found in the substantial contact with old knowledge assimilation and absorption of the current fixation point of new knowledge, thus helping to promote the integration of o

17、ld and new knowledge structure. New knowledge internalization and thinking ability of ascension.3. Create a meaningful learning environment, the realization of collaborative learning real-time interactive two-way words "(that is, verbal communication) is sufficient and necessary conditions"

18、; to achieve the listening and speaking skills, foreign language teaching must be "for the center with verbal communication. Create meaningful situation. Collaborate communication is an essential part of English class teaching link. Mind mapping is built around a central theme branch, present l

19、anguage communication situation, guide the student to carry on the divergent thinking, make students not only have words to say. And know where to start. Therefore, the teacher can use a mind map provides the dialogue between teachers and students or multiply the framework of the dialogue, also can

20、try to let the student through the desk mate, group cooperation, mutual inspiration, creative mind map and performances. Develop the students' ability of collaborative communication.4. Improve the ability of comprehensive information, Lenovo and creative, is beneficial to the development of the

21、creative mind map to the wisdom of all kinds of scattered, views achieve mastery through a comprehensive study to become a system, such as allowing students to free association, not like a traditional education, the demands from concept to the concept of "linear thinking”. But according to the

22、structure of the brain thinking for radioactive "mesh thinking”. It is greatly stimulated the students' imagination and creativity.5. Encourage students to form a system of learning and thinking habits, met cognitive skills we know that met cognition is the cognition of cognition, specifica

23、lly is learners' consciousness of his own cognitive process. Is based on their cognitive processing strategies used in efficacy of continuous monitoring for selection, evaluation and correction abilities of cognitive strategies. Mind mapping can help improve the met cognitive learning skills, su

24、ch as taking notes, understand the text and organize the composition, preparing for the examination, etcThree, case description While the content of the 6 a Unit 3 Interesting Holidays in language expression is not lively, and the paper length is longer, caused difficulties to students understand an

25、d grasp the article content, but each article basic are on holiday in a Unit of time, the special significance, food, symbols, activities and so on several aspects. If teachers guide students with the help of mind mapping, around the holiday time, special significance, and several aspects, such as f

26、ood, symbols, activity, extract the main body of the article, through level can make descriptive text clear line and color become no longer dry, effectively reduce the students' reading comprehension difficulties. 1 to 6 a Unit 3 as an example, the text about Halloween, the main of the lesson te

27、aching process is as follows: (1) Teachers using PPT to present Halloween related pictures, activate the students mind related background knowledge and life experience. (2) the teacher to ask questions, read around problems. Questions as follows: When is Halloween? According to the is Halloween, spe

28、cial? What kind of holiday is Halloween? What 's the symbol of Halloween? At the same time, the teacher write on the blackboard keywords associated with the above problems, such as Halloween, the When, according to the Special, Symbol, etc., these words just constitutes the central theme of this

29、 class mind mapping and first level. (3) Students through independent reading from the text to find the answer to that question. Teachers according to students' answer the relevant key words written on the blackboard, gradually rich mind mapping branch. (4) Students watch about Halloween Flash a

30、nimation, image, intuitive understanding of the Halloween, master the ghost and witch the significance of these two words. (5) through the animation intuitive perception after Halloween, the students read the text again, try to answer this question: What do people do on Halloween? Students' inde

31、pendent reading the text and communication within the team, and then to report the feedback in the class. Teachers will students answer key words written on the blackboard, complete the mind map details about Halloween activities in the branches. (6) the problem, through physical teachers guide, hel

32、p students to understand the jack - o - the background and significance of the lantern; And then let the students read the text in the jack - o - the method of making the lantern; Then students according to their own understanding of PPT courseware 4 describe the production steps of sentence order;

33、Teachers according to the student record production steps of key words on the blackboard, such as: cut the top off, carve a face, clean out the seeds, put a based inside and light it. (7) students complete the text after reading tasks, teachers will connect the contents of the blackboard with colore

34、d chalk, completion of this class of mind mapping (see figure 1).Then, teachers guide students according to the mind map, with the help of the keywords try to describe the Halloween. Figure 1 (8) before the end of this lesson, the teacher guides the student to observe blackboard writing content, und

35、erstand the method of making the mind map in the process of reading, and talking about holiday topic might involve content; Finally, the teacher to the students with the courseware rendered using Mind Manager software to make a mind map, to introduce students to the software and the use of simple me

36、thod, suggest students to try. 2. On Halloween, the learning process of a class, the students in the teacher's demonstration and explanation based on have a preliminary understanding on mind mapping. The second passage in this unit of Thanksgiving lesson study, teachers guide students to indepen

37、dent mind map drawing, straightening out the article context. The following is the author in two classes have two class teaching situation. (1) The first class teaching situation (1) At the beginning of class, the teacher guides the student to review through question-and-answer activity associated w

38、ith Halloween content, and according to the student's answer will be the main content of the Halloween present in the form of a mind map on the blackboard. Then, students refer to teacher blackboard writing, according to their own understanding of the text, finishing their Halloween, mind mappin

39、g, and on the basis of repeat or recite the text. Most students in blackboard writing, according to your own logical mind maps clearly to retell the text, but has the certain difficulty to recite. (2) Teachers will mind map on the blackboard of Halloween, the term replacement for Thanksgiving, Thank

40、sgiving and teaching words; Then, the students read the text of Thanksgiving, reference Halloween, mind mapping, will own a preliminary understanding of the text structure and content in the form of a mind map display. In the process of students' reading and drawing, inspect the class teachers,

41、and to give guidance to the individual who have difficulty. In order to reduce the difficulty of learning, the teacher in the blackboard writing has kept the general framework of the mind map, but you can prompt students innovation or improvement. Because this is the first time the student independe

42、nt draw a mind map after reading an article, time consuming, nearly half of the students can't complete. Some students content understanding and structure analysis of difficulties, cannot be accurately in the mind map to use keywords. (3) Use of images, physical objects, such as multimedia cours

43、eware to help students learn the new words, to solve the mind map content understanding in the process of production is difficult, for the next class repeat clears the language barrier. (4) Homework, class students to finish their mind map and be perfected. Listen to the tape and read the text after

44、 home, next time related resources of their own mind map about Thanksgiving. (2) For the adjustment of the first class teaching process and teaching effect 10 minutes of break time using the class recess, the author of the first class to reflect on the teaching conditions, teaching steps in the next

45、 class to do the appropriate adjustment. In the review stage of the teaching, considering the time factor, the teacher not to let the students finish their Halloween, mind mapping, and just stay in the oral review level, the effect not beautiful. After adjustment, the teacher first through the mind

46、map, blackboard writing, present Halloween reference mind mapping, and then students try to retell or recite Halloween related content, this adjustment will help students understand mind mapping in understanding, analysis, and the auxiliary function of memory, the text, etc. From after the adjustmen

47、t of classroom teaching practice, the change to save some time, but the review retelling of the link is more, make the time slightly nervous of behind. After a preliminary reading for the text of Thanksgiving, nearly half of the students failed to complete the mind map, nearly one third of the stude

48、nts can begin to try to retell it. (3) The second class teaching situation (1) at the beginning of class, I let the students take out their own drawing in the last lesson Thanksgiving mind mapping, voluntary under the physical projection display, and refer to Thanksgiving of the related contents of

49、introduction of mind mapping. Out the author's expectation, student reaction to this activity is cold, only 2 3 students to actively participate in. Thankfully, only participate in the display of three students work better, and can repeat the full text, the other students to express their apprec

50、iation and surprised they show the work. According to the reaction of the students, the author has carried on the reflection after class, the analysis is probably the most students to the text also is not very familiar with, can't read or don't say the individual words in the text, so can

51、9;t show in the class. (2) the author to student A's works as an example, to explain in detail the method of making the mind map, and organize the students in the class again within the scope of full text analysis in the form of questions and answers, and blackboard writing to present this lesso

52、n mind mapping framework, especially improve the Symbol introduced in Turkey part of physical characteristics. Figure 2 for the students in the first class hour finishing the first draft of A: Figure 2 (3) Students continue to improve their mind map, and from the text involves three parts of a part

53、of the practice narrative refer to make your own mind map. Activities of the steps as follows: exercise itself - or companion to share in the group - teacher checks. Assignments, students are consciously to participate in the text, study and improve their mind map, or two people sharing, or teachers

54、, please check. Nearly four 5 of the students can complete the mind map, and can refer to the main content of mind mapping to retell the text. The author found some problems in student activities. For example, some students way of thinking of problems in the mind map. There are two main reasons why:

55、 one is the method of making the students to mind mapping also does not very understand, the second is students can't clearly analysis the structure of the text. , as most students retelling is in accordance with order to recite the text, mainly because the students understanding of meaning and

56、purpose of mind map production is not clear, can't really make good use of it. The author also observed that nearly one 5 of the students still can't complete the mind map, there may be three reasons: one is the part of students knowledge base is weak, the second is they don't read the t

57、ext, the third is they don't make a mind map. (4) Students after-school practice independently, and then in the kernel of the whole class the answer. (5) Homework. The homework of this class include two parts: one is to listen to the tape to read the text;2 it is to continue to sorting, perfect

58、the mind map about Thanksgiving, and according to the mind map to retell the text. Figure 3 is A student. A modified mind maps: Figure 3 (4) Adjustment of the second class teaching process and teaching effect After 10 minutes, the author is of the same teaching content in the second class and conduc

59、ted a classroom teaching practice, teaching methods and steps with the first class is roughly same, aiming at the problems appeared in the process of the first class teaching quickly made a reflection, and the appropriate adjustments. Through reflection and analysis found that the first class in the

60、 review phase cool response may be the cause of the students are not familiar with the text, may also can't read also can't say the word, and due to fear of error can't show in the class. In the second class teaching, the author to lead the students to read the text first 1 2 times, to help students fully familiar with the text