思维导图在词汇教学.docx
- 文档编号:9673838
- 上传时间:2023-02-05
- 格式:DOCX
- 页数:12
- 大小:44.06KB
思维导图在词汇教学.docx
《思维导图在词汇教学.docx》由会员分享,可在线阅读,更多相关《思维导图在词汇教学.docx(12页珍藏版)》请在冰豆网上搜索。
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
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 思维 词汇 教学
![提示](https://static.bdocx.com/images/bang_tan.gif)