思维导图在高中英语语法教学中的应用研究.pdf 86页

分类号：G623.4英语单位代码：10346密级：无学号：20141130131硕士学位论文（非全日制专业学位）题目：思维导图在高中英语语法教学中的应用研究Title：ApplicationofMindMappingtoEnglishGrammarTeachinginSeniorHighSchool申请人姓名：刘道芳指导教师：曹山柯合作导师：专业学位类别：教育硕士专业学位领域：学科教学（英语）所在学院：外国语学院论文提交日期2018年5月 中文论文题目：思维导图在高中英语语法教学中的应用研究英文论文题目：ApplicationofMindMappingtoEnglishGrammarTeachinginSeniorHighSchool论文作者签名:指导教师签名:论文评阅人1：评阅人2：评阅人3：评阅人4：评阅人5：答辩委员会主席：葛炳芳特级教师委员1：葛炳芳特级教师委员2：张春良特级教师委员3：欧荣教授委员4：谢萍副教授委员5：俞霞君副教授答辩日期：2018.6.3 ApplicationofMindMappingtoEnglishGrammarTeachinginSeniorHighSchoolAuthor’ssignature:Supervisor’ssignature:ExternalReviewers:ExaminingCommitteeChairperson:GuoBingfangSpecialgradeteacherExaminingCommitteeMembers:GuoBingfangSpecialgradeteacherZhangChunliangSpecialgradeteacherOuRongProfessorXiePingAssociateProfessorYuXiajunAssociateProfessorDateoforaldefense：2018.6.3 杭州师范大学研究生学位论文独创性声明本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成果。除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得杭州师范大学或其他教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示谢意。学位论文版权使用授权书本学位论文作者完全了解杭州师范大学有权保留并向国家有关部门或机构送交本论文的复印件和磁盘，允许论文被查阅和借阅。本人授权杭州师范大学可以将学位论文的全部或部分内容编入有关数据库进行检索和传播，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。（保密的学位论文在解密后适用本授权书） ApplicationofMindMappingtoEnglishGrammarTeachinginSeniorHighSchool思维导图在高中英语语法教学中的应用研究LiuDaofangUndertheSupervisionofProfessorCaoShankeSubmittedtoSchoolofForeignLanguages,HangzhouNormalUniversityInPartialFulfillmentoftheRequirementsFortheDegreeofMasterofEducationHangzhou,ChinaMay,2018 思维导图在高中英语语法教学中的应用研究ApplicationofMindMappingtoEnglishGrammarTeachinginSeniorHighSchoolABSTRACTMindmappingisavisualtoolforrepresentingknowledge,anditcanimprovepeople"sunderstandingandgeneralizationofknowledgethroughdiagram,colorandkeywords.ThisstudyisbasedonthehighschoolEnglishgrammarteachingmodeltohelpstudentsovercomedifficultiesinlearningEnglishgrammar,aimedtostudyweathermindmappingEnglishgrammarteachingmodelcanimprovestudents"interestinlearningEnglishgrammaraswellastheabilitytomastergrammarknowledgeinasystematicway,soastoprovidebettergrammarteachingmethods.ThestudyisaimedtoexaminetheeffectivenessofmindmappinginhighschoolEnglishgrammarteaching.Theparticipantsofthisstudyarealtogether94studentsintwoclassesingradeoneinZhenjiangDanTuSeniorhighMiddleSchool,inwhichtheauthorcarriesouttheexperimentin18weeks.Thefollowingthreequestionsaretoundertakeninthisresearch:Firstly,comparedwithtraditionalgrammarteachingmethods,canmindmappinggrammarteachinghelpstudentssystematicallymasterthecomplicatedgrammarknowledgeandimprovestudents"Englishgrammarperformance?Secondly,canmindmappinggrammarteachingcontributetoboostingstudents"interestofgrammarlearning?Thirdly,willstudentsandteacherschangetheirattitudestowardsgrammarlearningandteachingbyapplyingmindmappingtogrammarteachinginseniorhighschoolEnglish?Thesubjectsinthisstudyareintwoclasses,Class5andClass11inZhenjiangDanTuSeniorhighMiddleSchool,Class5isselectedastheexperimentalgrouprandomly,whichincludes47students.Class11isthecontrolclassalsoincluding47students.Themajorofthestudentscomingfromthesetwoclassesarescience.Thesubjectsareselectedfortworeasons:First,theycanrepresenttheaverageSeniorhighschoolstudents’grammarlearninglevel.Thatistosay，theirEnglishstudyingi standardisvariousmuchthesameasthatofmostseniorschoolstudents.Thus,theresearchresultcanshowtherolethatmindmappingplaysingrammarlearningachievements.Beforetheexperiment,theauthorconductsapre-surveyoftwoclasses,afterthestudyofgrammarknowledge,theEnglishteacherassignsthetestinafixedtimeabout60minutes.Inaddition,EXCELandSPSSsoftwareareusedtoanalyzetheresultsoftwoclasses.Thereexistsagreatdifferencebetweenthetwoclasses,theexperimentalclassishigherthanthecontrolclass,whichindicatesthattheexperimenthasachievedacertaineffect.Andbothteachersandstudentslikethiskindofteachingmethodverymuch.Accordingtothisstudy,theauthorhasthefollowinginspirations:First,inhighschoolEnglishgrammarteaching,teacherscanusemindmappingtohelpstudentsmastersystematicgrammarknowledgeandimprovestudents"grammarability.Second,teacherscanusethemethodofmindmappingtoenhancestudents"interestingrammarlearninginhighschoolEnglishgrammarteaching.Third,theuseofthemindmappinghaschangedthewayofgrammarteachinginEnglishlearning,theteachingshouldnotonlypayattentiontotheteacher"sdominantpositionbutalsogivefullplaytothedominantpositionofstudentsinthelearningprocess.Keywords:Mindmapping;Englishgrammarteaching;Experimentalresearch;Seniorhighschoolteachingii 摘要思维导图是一种能够通过图形、颜色以及关键词提高人们对知识的理解和概括的可视化的知识表征工具，本研究以高中英语语法知识为切入点，将高中英语语法教学与思维导图工具结合起来，旨在研究思维导图工具辅助的高中英语语法教学模式是否能够提高学生学习英语语法的兴趣以及系统掌握语法知识的能力，从而提供更好的语法教学方法。为了验证思维导图在高中英语语法教学中的有效性，本研究采用实证研究方法，以镇江市丹徒高级中学高一年级两个班94名学生为研究对象，于2017年下半年开展了为期18周的教学实验研究。本实验研究试图回答如下三个问题:(1)思维导图与高中英语语法知识相结合的教学模式能否提高学生语法学习的兴趣产生积极影响?(2)思维导图与高中英语语法知识相结合的教学模式是否能够帮助学生系统地掌握语法知识，提高语法学习的成绩?(3)学生和教师对思维导图与高中英语语法知识相结合的教学模式持何种态度?本次教学实验研究对象为笔者所教的两个平行班5班和11班，随机选取5班为实验班，11班为控制班。实验前，笔者对实验班和控制班的学生进行了一次英语语法水平测试，目的在于了解两个班的语法水平有无显著性差异。测试结果显示两个班学生英语语法水平相当。在具体的实验过程中，笔者在实验班运用思维导图与英语语法知识相结合的教学模式，在控制班采用传统的语法教学方法。在学期末，笔者对本段时间两个班级进行所学语法知识进行后测，将所得数据用SPSS软件进行统计分析。同时，笔者在实验前后分别对教师进行访谈，以了解目前语法教学的现状以及实验后教师对这种教学模式的态度和建议。测试结束后，笔者在实验班发放调查问卷，并用EXCEL表格进行统计和分析。实验结果表明，后测中，实验班学生的语法平均成绩高于控制班，两个班的学习成绩存在显著性差异，这说明，思维导图与英语语法知识相结合的教学模式与常规教学模式相比，更能够提高学生的语法能力。问卷和访谈结果显示，思维导图和语法教学相结合的方法提高了学生语法学习的兴趣，而且教师和学生都非常喜欢这种教学方法。iii 根据本次研究，笔者得到以下启示:第一，在高中英语语法教学中，教师可以运用思维导图来帮助学生掌握系统的语法知识，提高学生的语法能力。第二，在高中英语语法教学中，教师可以运用思维导图的方法提高学生的学习兴趣。第三，在教学中，思维导图的运用改变了教师对语法的教学方式，在教学中既要注重教师的主导地位又要充分发挥学生在学习过程中的主体地位。关键词:思维导图;语法教学;实验研究;高中英语教学iv TABLEOFCONTENTSABSTRACT................................................................................................iCHAPTERONEINTRODUCTION......................................................................１1.1ThePresentSituationofGrammarTeachinginHighSchool.........................１1.1.1TheImportanceofGrammarTeachingandLearning...............................１1.1.2TheCurrentsituationofEnglishGrammarTeaching................................２1.2SignificanceoftheStudy............................................................................................３1.2.1ResearchQuestions..........................................................................................３1.2.2TheGoaloftheResearch................................................................................３1.2.3TheResearchMethods....................................................................................４1.3StructureoftheStudy..................................................................................................４CHAPTERTWOLITERATUREREVIEW.....................................................６2.1ConceptofMindMapping.........................................................................................６2.1.1TheDefinitionofMindMapping.................................................................６2.2.2CharacteristicsofMindMapping..................................................................６2.2TheTheoreticalBasisofMindMapping................................................................７2.2.1TheoriesofBrainScience............................................................................７2.2.2ConstructivismTheory.................................................................................８2.2.3TheoryofKnowledgeVisualization.............................................................９2.3ResearchesonMindMappingatHomeandAbroad........................................１０2.3.1ResearchStatusofForeignMindMappingAuxiliarySubjectTeaching…………………………………………………………………………...１０2.3.2TheDomesticMindMappingAuxiliaryEnglishSubjectTeachingResearchStatus........................................................................................................１１2.4TheFeasibilityAnalysisofMindMappinginGrammarTeaching...............１４2.5Summary....................................................................................................................１７CHAPTERTHREERESEARCHMETHODOLOGY...........................１８v 3.1ResearchPurpose.....................................................................................................１８3.2ResearchHypothesisandResearchQuestions...................................................１８3.3ResearchObjects......................................................................................................１９3.4ResearchMethods....................................................................................................２０3.5ResearchProcess......................................................................................................２２3.5.1PreparationsoftheExperiment..................................................................２２3.5.2ExperimentalStage.......................................................................................２６3.5.3DataCollectionAfterExperiment.............................................................３２CHAPTERFOURANALYSESANDDISCUSSIONOFTHERESULT................................................................................................................................３３4.1DataAnalysisandDiscussion...............................................................................３３4.1.1Pre-testDataAnalysis..................................................................................３３4.1.2Post-testDataAnalysis................................................................................３５4.2ResultsandAnalysisoftheQuestionnaire..........................................................３９4.2.1ResultsoftheQuestionnaire.......................................................................３９4.2.2ResultsandAnalysisoftheQuestionnaire..............................................４３4.3AnalysisandDiscussionoftheInterview...........................................................４４4.3.1ResultsofPre-experimentInterview........................................................４４4.3.2AnalysisandDiscussionoftheInterview................................................４６CHAPERFIVERESEARCHCONCLUSIONSANDIMPLICATIONS.............................................................................................................４８5.1ResearchFindings....................................................................................................４８5.2ResearchImplicationsandconclusions…………………………………………５０REFERENCE....................................................................................................................５５APPENDIX.........................................................................................................................５９ACKNOWLEDGEMENTS......................................................................................７４vi CHAPTERONEINTRODUCTIONInthischapter,thebriefdescriptionofthecurrentgrammarteachinginseniorhighschoolsaswellasthesignificanceoftheresearchispresented.Firstly,theauthortellsusthepresentsituationofgrammarteachinginhighschool.Secondly,theimportanceofgrammarlearningandsignificanceoftheresearcharepresented.Thirdly,theresearchproblemstogetherwiththegoaloftheresearch,theresearchmethodsandstructureoftheresearchareshowninthisstudy.1.1ThePresentSituationofGrammarTeachinginHighSchool1.1.1TheImportanceofGrammarLearningItisrequiredinTheNationalEnglishCurriculumstandardforSeniorHighSchoolspublishedbytheMinistryofEducationthattheseniorhighschoolstudentsshouldacquirethecomprehensivecompetencetouseEnglish,includinglistening,speaking,reading,andwriting.Learninggrammaristhebasicofthefourskills,ifwecompareEnglishlearningtoconstructingahouse,EnglishwordsandgrammarsaretotheEnglishsentencesjustlikebricksandtheframeworkstothehouses.SotomasterthebasicgrammarskillsisthefoundationandkeypointofEnglishlearning,whichwillinfluencethefurtherEnglishstudy.Meanwhile,someofthestudentsinourschoolwhosegrammarlearninglevelstillstaysinunderstandingsomesimplesentencestructures,theyknownothingaboutcomplexsentences,suchasattributiveclause,nounclauses,adverbialclauseandnon-finiteverb,letalonedealingwiththeproblemsinlistening,speaking,reading,andwriting.Moreover,aftermakingageneralsurveyoftheEnglishPaperofNationalEnglishCollegeEntranceexamination,readingandwritingplayimportantrolesinthepaper,butwithoutasystematicknowledgeofgrammar,itisimpossibleforstudentstodowiththetaskinreadingandwriting,sothereisnopossibilityforthemtobeadmittedtoakeyuniversityandcontinuefurtherstudy.Fromthereasonsabove,grammarplayssuchanimportantroleinEnglishlearningthatitisverynecessaryforustofindaneffectivewaytohelpstudentsinseniorhighschoolsystematicallymasterthecomplicatedgrammarknowledgeandimprovetheirgrammarability.１ 1.1.2TheCurrentsituationofEnglishGrammarTeachingFurthermore,atpresenttherearestillmanyshortcomingsanddeficienciesingrammarteachingmethods,ononehand,SomeEnglishteachersfocuslittleattentiononsystematicgrammarteaching,theygenerallybelievethatstudentscanimprovetheirEnglishlevelaslongastheygetenoughwordsandphrases,andspeakinEnglishactively(Licaixia,2010).Intheirclasses,especiallyinanopenclass,theyonlyfocusonwhetherstudentscanspeakinEnglishfluently,takingpartinactivitiesactivelyornot,alittleattentionwaspaidtotheaccuracyintheirspeech(Xiangshulian，2013).Therefore,theyareoftenpartialunderstandingEnglishcurriculumrequirements,despisegrammarteaching(LiuSuqing,2012),onlygraspthecultivationofstudents"communicativeability,makingthestudent"sseriouslackofgrammarknowledge,theycan’tevenwriteproperlyinEnglish.Inaddition,manyteachersadvocate"communicativeteachingmethod"inclass,soWhatstudentscanlearninsuchteachingisverylimited.Ontheotherhand,someoftheEnglishteachersaredeeplyinfluencedbytheexamination-orientededucation,theyprefertoadoptthetraditionalGrammar-TranslationMethod,aboringandtiresomemethodtoteachinggrammar,inwhichteachersprovidesomegrammarrulesforstudentstorecite,thendoingalargenumberofpaperexercises.Hence,mostEnglishteacherspaymoreattentiontotheresultratherthanthelearningprocesswhichisactuallythetrainingprocessforthethinkingability.Thismakesstudentsbecomepassivereceiversandleadtogrammarlearningdullandfarfrominteresting.Meanwhile,theauthorconductedaQuestionnaireaboutthesituationofthecurrentgrammarlearninginDanTuSeniorHighSchool(refertoappendixI)(47intotal,gettingback47),tofigureoutthesatisfactionofthecurrentgrammarteachinginseniorhighschool.Accordingtotheresult,morethan83%ofthestudentssupporttheopinionthatgrammarisveryimportantintheirstudy,whilemorethan85%ofthestudentsarenotsatisfiedwiththetraditionalGrammar-TranslationMethod,whichmakesthemfeeldullanddisgusted,theyalsofeeltiredoftheroterehearsalwayofmemory,traininginflexiblybystuffingexercisesafterclasshaslittleeffectsonimprovingtheirgrades.２ AlloftheabovecontributestothepoorEnglishteachingandlearninginseniorhighschool.Thus,itisnecessarytoadoptaneffectivegrammarteachingmethodtochangethecurrentsituation.1.2SignificanceoftheStudyFacingtheproblemsinthegrammarteachingandlearninginseniorhighschool,whatmeasuresshouldbetakentochangethecurrentsituation,andhowtomotivatestudents’enthusiasmforgrammarlearningarethekeypointstosolve.AfterlearningaboutMindMapping,whichwasprimarilyinventedbyTonyBuzan,originatedatthebeginningof1960s,theauthorwasdeeplyinspired,andcan’thelpreadinganumberofbooksandliteraturesaboutitininternationalanddomestic,findingmindmappingcanbeextendedandappliedinavarietyoffields,AsTonyBuzanhasstated,MindMappingpossessesthefollowingfouressentialcharacteristics:"Thesubjectofattentioniscrystallizedinacentralimage;Themainthemesofthesubjectradiatefromimageorkeywordprintedonthecentralimageasbranches;Branchescompriseaanassociatedline,topicsoflesserimportancearerepresentedasbranchesattachedtohigherlevelbranches;Thebranchesformaconnectednodalstructure."(Buzan,1993).Ithasgreateffectsonimprovingstudents’learningmotivation,problem-solvingabilitiesandpromotingtheirgrades.1.2.1ResearchQuestionsInviewoftheabove,theauthortriestoapplyMindMappingtogrammarteachinginhighschooltoresearchthefollowingquestions:(1)Canmindmappinggrammarteachinghelpstudentssystematicallymasterthecomplicatedgrammarknowledgeandimprovestudents"Englishgrammarperformance?(2)CanMindmappinggrammarteachingcontributetoboostingstudents"interestofgrammarlearning?(3)CanmindmappinghelpstudentsandteacherschangetheirattitudetowardsEnglishgrammarteaching?1.2.2TheGoaloftheResearchAfter18Weeksteachingexperiments,Firstly,(1)Mindmappinggrammarteachingcanhelpstudentssystematicallymasterthecomplicatedgrammarknowledgeandimprovestudents"Englishgrammarperformanceandscores.(2)Mindmapping３ grammarteachingcancontributetobooststudents"interestofgrammarlearning.(3)TheattitudeofstudentsandteacherstowardstheuseofmindmapinseniorhighschoolEnglishgrammarteachingischanged.Therefore,mindmappingisworthyapplyingtogrammarteachinginseniorhighschool.1.2.3TheResearchMethodsFirstly,throughliteratureandquestionnairesurvey,theproblemsexistinginEnglishgrammarteachingareanalyzed,andthenecessityofapplyingmindmappinginhighschoolisclarified.Secondly,thispaperexpoundsthescientificityandfeasibilityofmindmappinginEnglishgrammarteachingandappliesthebrainsciencetheory,constructivismtheoryandthetheoryofknowledgevisualizationtothebasicideasofthisresearch.Afterthat,an18-weekempiricalstudyoftheapplicationofmindmappinginhighschoolgrammarteachingwascarriedout.Thisexperimentwascomposedof94subjectsintwoclassesinGradeoneofZhenjiangDanTuSeniorhighSchool,andconductedbysuchtoolsastesting,questionnaires,students"andteachers"interviewsandSPSSsoftwareetc.Twoparallelclasseswerechosenasexperimentsubjects,onewaschosenrandomlyastheexperimentalclass(EC)andtheotherascontrolclass(CC)intheexperiment.1.3StructureoftheStudyThisthesisconsistsoffivechaptersinall.ChapterOneservesastheintroductorypart,inwhichthepositionofEnglishgrammarteaching,thebackgroundandthesignificanceofthisresearchareprimarilydiscussed,anditalsoincludestheoutlineofthisthesis.ChapterTwoistheliteraturereview.NotonlythedefinitionofMindMappingbutalsotheapplicationofMindMappingModelinEnglishgrammarteachinginseniorhighschoolisdiscussedinthischapter.Itstheoreticalbasisincludingtheoryofbrainscience,constructivismtheory,knowledgevisualizationtheoryarepresentedaswell.Inthemeantime,thepreviousempiricalresearchesonMindMappingModelinEnglishgrammarteachingisreviewed.RelevantstudiesontheapplicationofMindMappingtoEnglishlearningandEnglishteachingathomeandabroadareanalyzed.InChapterThree,theresearchdesignofthisexperimentalstudywasfocusedon.４ Theauthoroffersadetaileddescriptionontheparticipants,experimentalinstruments,procedure,aswellastheelaboratedescriptionofquestionnaires,interviewsandtestsinthispart.Inthefourthpart,theauthorputstheemphasisontheanalysisanddiscussiononthecollecteddata.Theresultsobtainedfromtheresponsesoftheinterview,theanswerstoquestionnaires,andthescoresofthegrammartestsarepresented.Meanwhile,theresearchfindingsanddiscussionarealsodisplayed.Finally,theconclusionisdrawnbypresentingthemajorfindingsandsomeimplicationsofthisempiricalresearchinthelastchapter.Inaddition,inordertolaystressontheapplicationofMindMappingModelandtopromotethegeneratedteachingplanbyapplyingthismodel,theauthorputforwardtosomeusefulsuggestionsforthefutureEnglishgrammarteachingandlearninginseniorhighschool.Attheendofthispart,somelimitationsofthiscurrentstudyarealsoputforwardtoguidethefutureresearchers.５ CHAPTERTWOLITERATUREREVIEWInthischapter,firstofall,thetheoreticalbasisandrelatedresearchofdomesticandforeignresearchareintroduced.Secondly,thedefinitionofmindmapanditstheoreticalbasisareputforward.Thirdly,theapplicationofmindmappingmodelinEnglishgrammarteachingisexpounded.Atthesametime,theresearchstatusofthemindmappingmodelinEnglishgrammarteachingissummarized,andtherelatedresearchontheapplicationofmindmappingtoEnglishgrammarteachingisanalyzed.2.1ConceptofMindMappingMindmappingismainlyproposedbyapsychologistandtheheadofthebrain,theBritisheducatorTonybrazenintheearly1960s.Althoughthisconceptisprimarilyintendedtotrainpeoplewhosufferfromlearningdisabilities,thisnewconcepthasbeenextendedandwidelyappliedinvariousfields.HisbookssuchasUseBothSidesofYourBrain,UseYourPerfectMemory,MaketheMostofYourMind,SpeedReading,andBrainTraining,（Buzan,T.2000）haveinfluencedonvariousfieldsforyears.2.1.1TheDefinitionofMindMappingTheMindMap(othercommonlyusednamesinclude"MindMap"and"MindMapping"),whichwasfirstproposedinthe1960sbyrenownedpsychologistandeducationscientistTonyBuzan.Itisgenerallybelievedthat"mindmappingisakindofeffectivegraphicalexpressionofdivergentthinkingtools"(LiMeng,Longxiaosa,2012:2),awayofimitatingthebrainthinkingandcreatedthememorytools.Itcan"turndullinformationintocolorful,memorableandhighlyorganizedpicturesthroughimages,symbols,lines,colors,andsoon."(LiJunhua,2007),tofullymobilizethebrainimagethinkingandabstractthinkingtomaximizetheeffectofmemory.Atpresent,ineducationfield,theinfluenceofmindmappinghasbecomemoreandmoresignificant.CountriessuchasSingaporeandMexicohaveintroducedmindmappingtoeducation.Theeffectisobvious;"FamousuniversitiessuchasCambridgeuniversityarealsousingandteaching"mindmapping"(LiMeng,Longxiaosan,2012:4)2.1.2CharacteristicsofMindMapping６ "Thecenterofthemindmapissimilartothecitycenterintermsofthecitymap,whichmeansyourmostimportantidea";"Themainstreetemanatingfromthecitycentrerepresentsyourmainidea";"Thenextlevelofbranchingrepresentsyournextlevelofthinking,andsoon.Inaddition,somespecialshapesorimagesrepresentideasthatareparticularlyinterestingtoyou(Tonybuzan,2005:4).Fromthis,wecanfindsomebasiccharacteristicsofmindmapping(Peiguangang,2007).1.Thecenterisprominent,especiallythecentralfigure.Inamindmap,colors,imagesandlinesarealwaysusedinacomprehensivewaytomaximizetheconcentrationandprominenceofthemostimportantideasandsubjects.Ontheonehand,mindmapcanidentifythemostimportantthoughtsandthemesthroughspecialcolorsandimages.Ontheotherhand,thedirectivityofthelinecanhelpthemindmaptoclarifytherelationshipbetweenmainandthesecondary.2.Treestructuresconnectedbybranches.Fromthecentraltoradioactivearoundtheopenthoughtdevelopment,thetrunkisatopic(oroneofthemostimportantideas),secondaryinformationidea(orsecondary)isabranchofit,andeachbranchinterconnectedpresentsatreestructure.Asthemindcontinuestoexpand,thetrunkbecomeslargerandlarger,andmoreandmorebranches.3.Strongconnectionatalllevels.Dependingontheimportanceofthetopic,theattachmentofeachtopicwillbedetermined,whichwillresultinhighandlowlevels.Eachbranchiscomposedofakeywordoragraph,whichindicatesthedirectionofthemovementofthemind,whichmakesthewholethoughtprocessshowacontinuousandorderedstate.2.2TheTheoreticalBasisofMindMapping2.2.1TheoriesofBrainScienceAsmentionedearlier,themindmapissoeffectivebecauseitmakesfulluseofthewayofbrain"sthinking.Ontheonehand,itdeeplyrecognizesthatthebrain"sthinkingisalwaysdivergent.Ontheotherhand,itmakesthebestofthedifferencebetweentheleftandrightbraininthewayofthinking:theleftbrainisbetteratabstractthinkingandtherightbrainisgoodatimagethinking.Modernbrainscienceshowsthat,７ "Humanmemoryandthinkingarecarriedoutthrougharadiativenetworksystem.Andthestructuralfeaturesofmindmappingarefullyconsistentwiththisthinkingmechanism."(Guoliping,2013:9).Moreover,itisfoundthattheleftandrighthemispheresofthebrainexhibitasymmetrybothinmorphologyandfunction."Theleftbrainhasexcellentanalyticalfunctions,suchasabstractthinkingandmathematicaloperations.Therightbrainhasanadvantageinimagethinking,spatialperception,thefeelingofmusic,andthecontrolofemotion.(Shenzheng,1999:20-27).Althoughtheleftandrightsidesofthebrainareasymmetrical,theyaremutuallycomplementaryandmutuallyreinforcing."Thetwoareunifiedinrealizingtheoverallfunctionandaccuratebehavioroftheperson"(Huangboqing,2013:30)Forhighschoolstudents,theirabstractlogicalthinkinggraduallybecomesdominantastheygrowolder.Sotheyareoftenabletorelategeneralprinciplesandrulestocertainlogicalrelationships."Buttoalargeextent,itisempiricalandrequiresthesupportofemotionalexperience"(Shendeli,1999:158-173).Andmindmappingisawayofdevelopingthepotential,memoryandimaginationofthebrain,whichcanhelpteachersabstractgrammarteachingbyinspiringtheimagethinkingofhighschoolstudents.Thisgreatlydifferentfromabstractknowledgeandconceptsofpureteaching,sothatteacherscanmaximizetheexcavatethepotentialofjuniormiddleschoolstudentstolearngrammar,whichsignificantlyimprovethelearningefficiencyofseniorhighschoolstudents.2.2.2ConstructivismTheoryConstructivismtheorybelongstothecategoryofcognitivelearningtheory,whichwasestablishedinPiaget"sresearch.Thereisconsistencybetweenmindmappingandconstructivisminmanyaspects,asfollows:①Respectlearners"subjectiveinitiative.Constructivismemphasizesthatcognitiveactivity"takingstudentsasthecenterandstartingfromthecognitivestructureofstudents,students"self-constructedcognitivestructureistheendpoint."(Chengmin,2005)said:"Studentsarenotpassiverecipientsofexternalstimuliorobjectsbeingimplanted."(Hekekang,1997).Mindmappingalsoemphasizesthatlearnersshouldmakefulluseoftheassociationandimagination,anddescribetheidea８ completely.②Fullyrespectpersonalitydifferences.Constructivismholdsthatthetruthofknowledgeisrelative.Therearedifferentviewsandunderstandingsonthesamequestion.Eachperson"smindmapispresentedasapersonalunderstanding,showingalargepersonalitydifference.③Bothconstructivismandmindmappingbelievethattheacquisitionofnewknowledgeisbasedonoldknowledge.WhenmindmappingisappliedtotheteachingofhighschoolEnglishgrammar,theteacherisnolongerthedominantleader,andalltheteachingprocessiscenteredonhowtostimulatethestudents"associationandimagination.Becausestudents"subjectiveinitiativeandpersonalityareadvocated,thelearningmotivationofstudentscanbegreatlystimulated,andthelearningefficiencycanbeimprovedrapidly.Sincetheassociationbetweenoldandnewknowledgeisadvocated,studentscanmakeknowledgepointsmorethansimpleandunrelateditemsthroughassociation,whichgraduallybecomeaninterconnectedandlargerknowledgesystem.2.2.3TheoryofKnowledgeVisualization.Asfortheknowledgevisualization,Eppler,M.J.andBurkard,R.A(2004:3)adefinitionidentifiedbymostresearchersintheresearchfieldwasproposedin2004."Knowledgevisualizationisanareainwhichvisualexpressionisusedtoenhanceknowledgecreationandtransfer.Itisalsoconsideredtobealltheimagingmeansthatcanbeusedtoformandtransmitcomplexinsights.”ThebasisofknowledgevisualizationtheoryisPaivio"sdualcodingtheory."Memoryconsistsoftwowaysofencodinginformation,"hesays.Thatistosay,visualcodingandliteralencoding.Iftheknowledgecanbegraphicallyillustrated,itcaneffectivelypromotetheunderstandingofwordsandultimatelypromotetheimprovementofthinkingability.(Cenyanlin,2011:13).Andisconsideredtobe"Importantcognitivetoolforknowledgevisualization"(JonassenDHetc.,1991:81-126)"mindmappingisakindofconformtothehumannaturethoughtprocess,throughtheintuitivegraphicalwayofknowledgeforcharacterizingthevisualizationofthebrain"(Cenyanlin,2011:13).ApplyingmindmappingtohighschoolEnglishgrammarteaching,teacherscan９ makefulluseoftheauxiliarytoolssuchaslines,shapes,colorsandimagestoillustratetheabstractgrammarintheformofillustrations.Therefore,itcanincreasetheinterestofgrammarteachinginhighschoolandpromotestudents"understandingandmemoryofgrammar.2.3ResearchonMindMappingatHomeandAbroad2.3.1ResearchStatusofForeignMindMappingAuxiliarySubjectTeaching.Since1974,whenthebook"thebrain"waspublishedandthetelevisionseries"thebrain"wasbroadcast,"Mindmapping"hasbecomeaglobalphenomenonandiswidelyusedincorporatetraining,businessapplicationsandsoftwaredevelopment.Moreover,intheteachingfield,PeggyJ.Rouillier(2011)introducedthestudyofmindmappingintheteachingofeconomics,David.Lloydetc.(2010)studytheapplyingmindmappingtogeographyteaching,aswellastheapplicationofmindmaptopre-servicescienceteachers"teachingmethodsofcurriculumresearchbyErtugEvreklietc.(2009)andthestudyofsubjectteachingbasedonmindmappingistoonumeroustoenumerate.Atpresent,foreignstudiesonthesubjectteachingbasedonmindmappingarefocusedonthefollowingaspects:Firstly,whetherthemindmapcaneffectivelyimprovethestudyofteachingandlearningefficiency.Forexample,BrettD.Jones(2012)provedthatmindmappingcanmotivatelearnerstoagreatextentthroughexperimentalresearchlearningmotivation,improvinglearners"learningefficiency.Thorpe(2008),bystudyingtheproblemofdesigninganonlinecourse,foundthataseriesoflearningtaskdesignproblemcanbecoveredbycharacterizingthemindmap,andothersimilarstructurecanalsobecharacterizedbytaskgroup.SarahEdwardsh,NickCooper(2010),believethatmindmapscanbehelpedbykeywordsandtaggingtoimprovetheteacher"soverallreviewandlessonpreparationefficiency,whichcanbeseenthatmindmappinghasagoodeffectonimprovingteachingefficiency.Itcanbringgreatconveniencetostudents"studyandteacherpreparation,thusimprovingthequalityofteachingandlearning.Secondlywhethermindmappingcanimprovestudents"understandingofknowledge.Forexample,Abi-EI-MonaIssarn,Adb-EI-KhalickandFouad(2008)by１０ comparingthetwowaysoftakingnotes-mindmappingandthetraditionalmethodforgradeeightstudentstakingnotesonscienceconceptlearningproducesdifferenteffects,obtainedthrougheffectivecolorcharacterization,amindmapcanhelpstudentsunderstandtheconceptstheyhavelearned,similarconclusionshavebeendrawnfromthestudyonthescientificknowledgeofmindmappingbasedonmindmappingbyH.S.Dhindsa.Makarimi-kasimandO.Roger.Anderson(2011).Obviously,mindmappingisimprovingstudents"understandingofknowledge,whichisveryeffectivetoimprovethequalityofstudents"knowledge.Thirdly,whethermindmappingcanimprovestudents"memory.Forexample,AstridBrinkmann(2009)foundthat,Ifstudentswereaskedtoapplymindmappingtoreviewing,theeffectofthestudents"memorywasgenerallygood.Thevisualrepresentationcanhelpstudentstoconnecttheunknownconceptswiththeknownconceptsandadjustthecognitivestructure.OrhanAkinoglu,ZeynepYasar(2007)inthefieldofscience,throughthestudyof11-12yearoldstudents,itisfoundthatthemethodofmindmappingcanimprovestudents"memoryeffectonknowledge,andfinallypromotetheimprovementofstudents"academicperformance,whichcanbeseenthatmindmappingcanimprovestudents"memoryofknowledgeverywell,andithaslaidasolidfoundationfortheimprovementofstudents"achievements.2.3.2TheDomesticMindMappingAuxiliaryEnglishSubjectTeachingResearchStatus.Comparedwiththestudiesinforeigncountries,mindmappingisquietanewconceptinChina.However,overthelastdecade,ourcountryhasmadegreatprogressintheresearchontheEnglishteachingrelatedtomindmapping,andhasachievedfruitfulresults(thepublicationofacademicdissertationsandjournalarticlesisasfollows).Throughthefollowingtable,wefindthatinthe21stcentury,theEnglishteachingresearchbasedonmindmappinghasshownatrendofincreasingyearbyyear,andthegrowthtrendafter2012ismoreobvious.Between2007and2017,therehasbeenmoreandmorestudiesonmindmapping.InCNKI,morethan500articlescanbefoundwhensearchingforkeyword"mindmap",asisshowninthetable(Table2-1)below.However,inrecentyears,the１１ distributionofrelatedmindmappingarticlesingrammarisstillverylimited,whichcanbeseeninthetable(Table2-2)below.Table2-1Distributionofrelatedarticlesinrecent10years.year20072008200920102011201220132014201520162017number8811139122114271654181719071841221024332121Table2-2Thedistributionofrelatedmindmappingarticlesongrammarinrecentyearsyear20072008200920102011201220132014201520162017number141011173137517210611463Table2-1:from2007to2017,thestatisticaltableofEnglishteachinginChinabasedonmindmappingwasanalyzedbyreadingandanalyzingrelevantliteratures,andtheauthorfindsthatthecurrentresearchfocusesontheuseofmindmappingtoassistEnglishreadingteaching,vocabularyteachingandwritingteachingresearch.Liaoxiuhui(2013)foundinthestudyofhighschoolEnglishreadingteachingbasedonmindmapping.Themindmapshowsgoodresultsinenhancingstudents"interestinEnglishreadingandhelpingthemtobetterunderstandthecontentofthetext.InthestudyofQiaochunyu(2011)andGulimin(2012),similarconclusionswereobtained.ZhangxiaolingandZhengyanyanetc.conductedastudyontheauxiliaryvocabularyteachingofmindmapping.Zhangxiaoling(2011)foundthatmindmappingcannotonlyhelpthehighschoolstudentstomastertheefficiencyofvocabulary,itcanalsoinspirehighschoolstudentstolearnthesubjectivityandpotentialofEnglishvocabulary.Zhengyanyan(2008)foundthat"mindmappingcanhelppupilstoincreasevocabularyextractionandreproduction.",whichalsooptimizesitslearninghabits.Inaddition,Zhoushumeng(2014)provedbyexperiment,mindmappingcaneffectivelyenhancetheEnglishwritingmotivationandabilityofhighschoolstudents(especiallyjuniorhighschoolstudents).Lihaijie(2012)foundthattheimprovementofEnglishwritingperformancewaspositivelycorrelatedwiththenumberofprefabricatedblocks.Mindmappingcanwellgenerateprefabricatedchunksthataregrammaticallycorrect.Tosumup,inrecentyears,MindmappinghasbeenaboldteachingandlearningexperimentinEnglishreading,vocabulary,writingandgrammarteachinginour１２ country.Theresultsofthisstudyprovethat:First,mindmappingcangreatlyimprovetheteachingofEnglishreading,andthisimprovementtendstobemulti-faceted:thestimulationoflearninginterest,theimprovementofcomprehensionabilityofreadingmaterials,andthepromotionofcooperativecommunicationetc.Second,Inadditiontohelpingstudentsmemorizevocabularyeffectivelyandenhancetheirinterestandpotentialinvocabularylearning,mindmappingcanhelpstudentstoimprovetheirvocabulary,whichcanalsoimprovestudents"studyhabits,andtheimprovementofstudyhabithasimportantandfar-reachingsignificanceforstudents"study.Third,applyingmindmappingtowritingteachingcanenhancestudents"Englishwritingmotivationandimprovetheirwritingperformance,whichismoreobvioustostudentswithpoorwritingability.AlthoughtheresearchresultsofEnglishteachingbasedonmindmappinginthepasttenyearsarequitefruitful,thestudyontheapplicationofmindmappinginEnglishgrammarteachingisstillaminority.Accordingtothepublicationofjournalarticlesandacademicdissertations(refertotable2-1).AsChenjianxiang(2012)thinks,mindmappingcantransformdullandscatteredgrammaticalknowledgeintocolorfulones,whichisconvenienttomemorizeandsystematicimages,thusitcangreatlyenhancetheunderstandingandmemoryofjuniorhighschoolstudents"knowledgeofEnglishgrammar.AlsoLiuguiju(2014)arguesthatusingamindmaptogrammarteachingeffectivelytriggerafreeassociationofjuniormiddleschoolstudentscanhelpthemtoscatteredknowledgesystematically,soastoenhancetheirmemoryofgrammarknowledge.AnotherstudyfoundthatmindmappingcanhelpseniorhighschoolstudentstoconnecttheoddEnglishtogether,formingagrammarknowledgenetwork,thushelpingmiddleschoolstudentstoacquiregrammarknowledge.(Zhangpeiru2014).HuangYaping(2014)andLiMiaomiao(2013)havesimilarconclusionsintheirresearch.AlthoughtheyhavefoundthatmindmappingcanhelpstudentsbuildgrammaticalknowledgenetworksandpromoteunderstandingandmemorizationofEnglishgrammar.However,itisonlytheoreticaldiscussion,lackofexperimentaldemonstration.Therefore,theauthorthinksthatitisnecessaryforustocarryoutacomprehensive,１３ theoreticalandempiricalstudy,andexploretheeffectivenessofapplyingmindmappingtogrammarteachinginseniorhighschool.2.4ThefeasibilityAnalysisofMindMappinginGrammarTeachingMindMappingpossessesthefollowingfouressentialcharacteristics:"Thesubjectofattentioniscrystallizedinacentralimage;Themainthemesofthesubjectradiatefromimageorkeywordprintedonthecentralimageasbranches;Branchescompriseaanassociatedline,topicsoflesserimportancearerepresentedasbranchesattachedtohigherlevelbranches;Thebranchesformaconnectednodalstructure."(Buzan,1993).Asmentionedabove,themindmapstructureisatreethatcanbeusedtopresentwordsorideasaroundacentraltheme.Itisappliedtovisualthinkingprocess,organizeinformation,classifyideas.Mindmappingisanimagecenteredimage.Tosomeextent,itrepresentstheconnectionbetweeneachcircleofinformation.Theseconnectionsoftenappearintheformofaradialandnonlinear,inthisway,brainstormingmethodhasbeenappliedinorganizedcontent,therefore,mindmapandroadmapsharesomecommonpatterns.Inaddition,intheprocessofgeneratingandreadingmindmapping,thepotentialofourbraincanbeeffectivelystimulatedanddevelopedtoacertainextent.Forthisreason,mindmappinghasgainedmoreandmoreattentioninthefieldofteaching.First,theuseofmindmappinginhighschoolEnglishgrammarteachinghaspositiveinfluenceonstudents’interestingrammarlearning.ThetraditionalGrammar-TranslationMethod,aboringandtiresomemethodtoteachinggrammar,inwhichteachersprovidessomegrammarrulesforstudentstorecite,thendoingalargenumberofpaperexercises.Asaresult,mostEnglishteacherspaymoreattentiontotheresultsratherthanthelearningprocess,whichmakesthestudentsbecomepassivereceivers,leadingtogrammarlearningboringandandfarfrominteresting.ThesubjectofattentioninMindMappingiscrystallizedinacentralimage，Themainthemesofthesubjectradiatefromimageorkeywordprintedonthecentralimageasbranches;Branchescompriseanassociatedline,topicsoflesserimportancearerepresentedasbranchesattachedtohigherlevelbranches;Thebranchesformaconnectednodalstructure,whichenhancesthelearner’sbrainactivity１４ andimprovestheparticipationofclassroomlearning.Variousformsofrepresentationcanstimulatelearnerstoexplorethespiritualandintellectualcuriosityintheclass.ThisshowsthatinEnglishgrammarteaching,wecantakeadvantageofusingmindmappingtodiversifyandsystematizetheformofgrammarknowledge,makingtheclassmoreinteresting.Secondly,theuseofmindmappingingrammarteachingcanhelpteacherstoexplainthegrammarknowledge.Intheprocessoflearningandcognition,thelearningofnewknowledgeisbasedontheoldknowledge.Whenlearningnewknowledge,learnersshouldcombinethenewknowledgewiththeoriginalcognitivestructuretostrengthentheknowledgecombine,topromotetheunderstandingandmasteryofnewknowledge.Mindmappingcanconnecttheoldandnewknowledgetotheformofamap.Therefore,inlearningnewknowledge,learnerscanquicklysearchfortheoriginalinthecognitivestructurethroughthemap,whichcanhelptheunderstandingandlearningofnewknowledge.Thismeansthatwhenteachingnewgrammaticalknowledge,wecanpresenttheoldknowledgethroughthemindmaptopromotestudents"understandingofthenewknowledge.Thirdly,theuseofmindmappingingrammarteachingcanhelptoreviewthegrammarknowledgesystematically.Becauseoftheuniquebranchdistributionofmindmap,itisnotonlyhelpfulforlearnerstograsptheimportanceoflearningpointsbutalsohelpslearnersintegratetheirknowledgesystematicallyinasystematicway.Whenreviewing,learnerscanfocustheirknowledgeonthesurroundinglayersstepbystep,andpromotetheconnectionandintegrationoftheknowledge.Ofcourse,learnerscanalsopresenttheknowledgeintheirbraininthewayofmindmapping,andcompareitwiththeirownmindmaps,Quickdetectionoftheknowledgetothedegreeofknowledge,soastocheckthegaps,promotetheknowledgeeffectivelyreview.Thisshowsteacherscannotonlyusethemindmaptopresentknowledge,butalsousetheguidancediagramtoreviewinEnglishgrammarclass.Intheprocessofreviewing,teacherscandirectthestudents"associationandrevisethegrammarknowledgestepbystep,anditcanalsoguidestudentstodrawtheirownmindmaps,１５ conductself-examination,improvestudents"self-learningabilityandpromotetheeffectivereviewofknowledge.Fourth,mindmappingcanbecombinedwithgrammarteachingtoimprovegrammarlearningefficiency.Inamindmap,thekeyknowledgeisinthecenter,thelessimportantknowledgeispresentedintheformofthebranches,alltheknowledgeisarrangedinabranch,sowhenthemindmapisshowntothelearner,thelearnercanquicklyfindthecenterarea,whichisthekeyknowledge,andthenfindthebranchesthatisthesecondknowledge.Learningprocessiscarriedoutinanorderlymanner,asitisgraduallyexpanded.Grammarknowledgehasthecharacteristicsofcumbersome,complexandtrivial,inthestudyofgrammarknowledge,teacherscanusemindmappingtosystematizetheknowledgeofgrammar,makingstudentsgraspthekeypointsquickly,promotingthesystematicknowledgeofgrammarandimprovingthelearningefficiency.Atpresent,mindmappinghasbecomeacompulsorycourseinmanycountries,suchastheUnitedKingdom,theUnitedStatesandSingapore,whichareconstantlyexploringmindmappingandprovingthefeasibilityofmindmappinginteaching.Inourcountry,althoughtheresearchofmindmappingisrelativelylate,ithasbeenpreliminarilyusedinEnglishteaching,especiallyintermsofvocabularyandreading.Sothefeasibilityandeffectivenessofmindmappinginteachingareproved.Althoughdomesticresearchisnotverymature,yetthroughconstantpracticeandexploration,theuseofmindmappingwillbecomemoreandmorematureandcommon.Tosumup,mindmappingisfeasibleinhighschoolEnglishgrammarteaching.Bothmindmappingandgrammarknowledgehavetheirowncharacteristics,whichcanbecombinedandcomplementwitheachothertopromotetheeffectiveuseofmindmappingandthedevelopmentofgrammarteaching.Therefore,intheseniorhighschoolEnglishgrammarteaching,inordertopromotethegrammarknowledgelearningandimprovethestudents"abilityofgrammar,teacherscannotonlyusemindmapstopresentandexplaingrammarknowledgebutalsocanuseittopracticeandreview.１６ 2.5SummaryInbrief,basedontheresearchofEnglishteachingpractice,thischapterstudiesnotonlytheapplicationofmindmappingmodeinEnglishgrammarteaching,butalsopresentsthemainrelatedliteraturesincludingthedefinitionandcharacteristicsofmindmapping.Thetheoreticalbasisandrelatedresearchathomeandabroadarealsoincluded.Atthesametime,itdescribesthemodeofmindmappingappliedtogrammarteachingpracticetoillustratetheteachingprocess.Afterwards,adetaileddescriptionofthisstudywillbeprovidedinthenextchapter.１７ CHAPTERTHREERESEARCHMETHODOLOGYThischaptermainlydiscussesthetheoreticalstudyofEnglishgrammarteachingandtheteachingdesignbasedonmindmappingaswellasthequestionnaireanalysisoftheEnglishgrammarlearninginseniorhighschool,whichcombineswiththegrammarteachingcontentofseniorhighschoolofDantuseniorhighschool,todesignandwritetheexperimentalschemebasedonmindmappingforseniorhighschoolEnglishteaching,andtocarryoutexperimentalresearchonit.TryingtoexploretheinfluenceofthehighschoolEnglishgrammarteachingmethodbasedonmindmappingonEnglishgrammarlearninginhighschoolisveryeffective.3.1ResearchPurposeThestudyisaimedtoexaminetheeffectivenessofmindmappinginhighschoolEnglishgrammarteaching.TheauthorfocusesontheknowledgeofEnglishgrammarinhighschoolandappliesmindmappingtoEnglishgrammarteaching.Throughexperiment,questionnaireandinterviewmethodtoinvestigateteachersandstudents"attitudetowardsthisteachingmode,Verifyingwhethermindmappingcanimprovestudents"interestingrammarlearning,improvethesystemofgrammarknowledgeandimproveacademicperformance.3.2ResearchHypothesisandResearchQuestionsTheexperimentalresearchiscarriedoutmainlythroughthefollowingthreestages:Thepre-experimentstage,teachingexperimentstageandpost-experimentstage.Thefirststageisthepreparationstage,theinterviewwiththeteacher,thestudent"squestionnaire,andthepre-testofthestudent"sgrammarlevelwillbecarriedoutinthisstage.Theteachingexperimentstageincludestheimplementationofgrammarteachingpractice.Thefinalstagecoveredthestudents"examinationaftertheexamination,thequestionnaireofthestudentsintheexperimentalclass,andinterviewswiththeexperimentalteachers.１８ Thisresearchwasundertakentoanswerthefollowingthreequestions:1.Comparedwithtraditionalgrammarteachingmethods,canmindmappinggrammarteachinghelpstudentssystematicallymasterthecomplicatedgrammarknowledgeandimprovestudents"Englishgrammarperformance?2.Canmindmappinggrammarteachingcontributetoboostingstudents"interestofgrammarlearning?3.WillstudentsandteacherschangetheattitudetowardsgrammarlearningandteachingbyapplyingmindmappingtogrammarteachinginseniorhighschoolEnglish?Applyingmindmappingtoteachinggrammarcanhelpstudentslearntouselanguagelearningstrategies,whichcanpromotethecontinuousimprovementofteachingstrategies.Firstofall,differentcolors,linesandgraphicscanbeusedtoattractstudents"attentiontogrammarlearningandimprovetheinterestofEnglishgrammarlearning.Besides,teachersalsocanhelpstudentsintegratetheknowledgeintheformofaguidechart.Tomaketheknowledgemoresystematicandorganized,itisbeneficialtoformaclearimpressionofthegrammarknowledgeinthemind,whichcanimprovestudents"abilityofgrammar.Therefore,theexperimentalhypothesisofthisstudyareasfollows:Firstly,combiningtheknowledgeofEnglishgrammarteachingwiththemindmappingmodeinhighschoolcanimprovestudents"interestingrammarlearning.Secondly,applyingmindmappingtohighschoolEnglishgrammarteachingmodecanhelpstudentsunderstandtheknowledgeandimprovelearningstrategies,whichcanmakethemasteryofgrammarmoresystematic,andpromotethestudyofgrammarknowledge,improvingacademicperformance;Thirdly,theteachingmodecombiningmindmappingwithhighschoolEnglishgrammarcanberecognizedandlovedbyteachersandstudents,whichcanimproveteachers"teachingstrategiesandchangestudents"learninghabits.3.3ResearchObjectsTheparticipantsofthisstudyarealtogether97studentsintheseniorhighgradeone,inwhichtheauthorcarriesouttheexperiment.Thesubjectsinthisstudyarein１９ twoclasses,Class5andClass11inZhenjiangDanTuSeniorhighMiddleSchool,ThesetwoclassesarebasicallyatthesamelevelintheEnglishproficiencyaccordingtotheentranceexaminationinseniorhighschool.Therefore,class5isselectedastheexperimentalgrouprandomly,whichincludes47students.Class11isthecontrolclassinwhichtherearealso47students.Themajorofthestudentscomingfromthesetwoclassesarescience.Additionally,ineachclass,approximatelythreefifthsofthestudentsareboys.Theaverageageoftheexperimentalgroupis15.5,andthatofthecontroloneis15.4.Thesubjectswereselectedfortworeasons:First,theycouldrepresenttheaverageSeniorhighschoolstudents’grammarlearninglevel.Thatistosay，theirEnglishstudyingstandardwasvariousmuchthesameasthatofmostseniorschoolstudents.Thus,theresearchresultcouldshowtherolethatmindmappingplayedingrammarlearningachievements.Second,theyjusthavefinishedtheJuniorHighSchoolEntranceExaminationanddonealargenumberofEnglishgrammarexercises.Thus,conductingthisresearchcanreflecttheeffecttruly.3.4ResearchMethodsTheresearchadoptsthequantitativemethodwithaself-devisedquestionnaire,interview,pre-testandpost-testastheresearchinstrument,theauthorstatestheresearchmethodindetailasfollows:1.DesignoftheexperimentInthisstudy,twoparallelclasseswillbeselectedandtwoclassesarerandomlyassignedtocontrolclassandexperimentalclass.Thesetwoclasseshavethesamenumberofstudents,theaveragescoreissimilar,soitiswiththestudentlearningsituationandthelearningability.Beforetheexperiment,theauthorwillconductapre-surveyoftwoclasses,(refertotheAppendixoneandtheAppendixfour).whichismainlytotestwhethertherewillbeasignificantdifferencebetweenthetwogroups"knowledgeandthelevelofapplicationofEnglishgrammar.Afteritisconcludedthatthereisnosignificantdifferencebetweenthetwogroupsofsubjects,theauthorwillapplythemindmappingtoexplainingthegrammarknowledgetotheexperimentalclass,andthecontrolclasswillstilladopttheoriginalteachingmethod.Inthecourseoftheexperiment,thetwoclassesshouldbekeptinaccordancewiththeclassand２０ content.Afterthestudyofgrammarknowledge,theEnglishteacherwillassignthetestinafixedtimeabout60minutes,thestudentswillnotbeinformedtobethesubjectsofthisstudy.Inaddition,EXCELandSPSSsoftwarewillbeusedtoanalyzetheresultsoftwoclassestoseewhetherthereexistsagreatdifferencebetweenthetwoclasses,andiftheexperimentalclassishigherthanthecontrolclass,whichwillindicatesthattheexperimenthasachievedacertaineffect.2.QuestionnaireDesignAftertheexperiment,theauthordesignedaquestionnairefortheexperimentalclass.Therewere17questionsinthequestionnaire,andtwentyofthemwereclosedandtwowereopen(refertotheAppendixtwo).Theauthordesignedthisquestionnairetolearnabouttherealfeelingsofthestudentsbefore,duringandafterstudy.Thedataanalysisofthequestionnairewasusedtoverifywhethertheexperimenthadachievedthedesiredeffect.Thequestionnairemainlycoversthefollowingaspects:①Students"understandingofmindmapping.②Thebasicsituationofstudentsingrammarstudy.Includingstudents"attitudetowardsgrammarlearning,Students"assessmentoftheirgrammarabilityanddifficultiesingrammarlearning.③Students"emotionalattitudetothelearningmethodofmindmapping,includingwhethertheylikethelearningmethod,whethertheuseofthismethodhasincreasedinterestingrammarlearning,WhetherthismethodoflearningishelpfulforlearningEnglishgrammar,whethertoexpecttheteachertocontinuetousethisteachingmethodtoexplainthegrammarknowledgeinthefuture,Whethertheyexpectteacherstoteachotherknowledgethroughthewayofmindmappinginthefuture;④Students"useofmindmapping.Includingwhetherstudentswillusethismethodtolearnandreviewgrammar,meanwhile,theycanconsciouslyaddthenewknowledgetotheirownmindmaps,etc⑤AchievementsmadebystudentsandSuggestionsforteachers.２１ 3.InterviewDesignBeforetheexperiment,inordertobetterunderstandthecurrentmethodsofteachingEnglishgrammarinhighschoolandthepresentsituationofteaching,theauthorusestheinterviewmethodtointerviewteachersinexperimentalschools.Aftertheexperiment,inordertounderstandtheteachers"attitudeandopinionsontheuseofmindmappingingrammarteaching,Theauthorinterviewstheteachersagain,obtainsmoreinformation,providesmoreevidencefortheresearch,thuspromotesthecontinuousimprovementoftheresearchandthecontinuousimprovementoftheauthor"steaching.(refertotheAppendixthree).4.TheDesignoftheTestPaperInthisexperiment,theauthormainlydesignstwosetsoftestpapers:pre-testvolumeandpost-testvolume.Thetestpaperpreparedbytheprevioussurveyisasetofgrammarbasicknowledgetoinvestigatestudents"basicgrammaticalabilities,focusingonanalyzingtheEnglishgrammarlearningabilityofthetwoclasses.Thelatteralsoappliesasetofgrammartestsdesignedtomeasuringstudents"masteryofgrammarknowledgeduringthisperiod.Theseincludemultiplechoice,fillingintheblanks,sentencestranslation.(refertoAppendixfourandfive).3.5ResearchProcess3.5.1PreparationsoftheExperiment①Pre-testBeforedoningtheexperiment,tounderstandtheconsistencyofthetwoclassesingrammarlevel,theauthoralsodistributesthepre-testvolumetotwoclasses:theexperimentalclassandthecontrolclass,andanalyzesthepre-testscoresofthetwoclasses.②TeachersinterviewBeforetheexperiment,inordertounderstandthepresentsituationofgrammarteaching,includingthegrammarteachingmethodadoptedbyteachers,Thestudents"interestingrammarlearning,theexplorationofnewmethodsingrammarteaching,andtheteacher"sunderstandingofthemindmapping.Theauthorconductsinterviewswithteachersinexperimentalschoolstolearnmoreinformationandlay２２ afoundationfortheauthor"sexperiments.③MindmappingtrainingBeforetheexperiment,inordertostrengthenthestudents"understandingofthemindmappingandapplythismethodtogrammarteachingmoreeffectivelyinthefuture,theexperimentalclasswastrainedinmindmappingmethods.a.Whatismindmapping?Includingtheorigin,characteristicsandformsofmindmapping;b.ExplaintheadvantagesandfunctionsofmindmappinginEnglishlearning;c.Explainhowtousemindmappinginlearning.Theauthorfocusesonhowtodrawmindmapsbyhand.Becausedrawingmindmapsbycomputerisrelativelydifficult,whichwillaggravatethestudent"sschoolworkburdeninacertaindegree.Andbecauseoftheconstraintsofobjectiveconditions,wecan"tletallstudentsusethecomputertodrawthemapinclass.Therefore,intheexperiment,wefocusonusingthemethodofhand-drawingmindmappingtoexplainthegrammarknowledge,tohelpstudentstousemindmappingtolearnandreviewknowledge④ProcedureofMakingaMindMapMindMappingcanbenefitdevelopingthethinkingability,thereforeitisofsignificancetogeneralizethemodelintheEnglishgrammarteaching.Thedetaileddescriptiononhowtomakeamindmapisasfollows:Therearetwomethodsofmakingmindmapping,oneistousecomputer,theotherismadebyhands.Duetotheinconvenienceofusingcomputer,wemainlymakemindmappingbyhands.(1)PreparationformakingamindmappingThebasictoolswhichareusedinthepreparationstageformakingamindmappingincludepaperandpensindifferentcolors,inaddition,theauthorstudiestheteachingpracticeandemphasizesthatthepurposeoftheinteractionbetweenteachersandstudentsistoencouragestudentstodrawthemindmapintheprocessofgrammarlearningtocultivatestudents"initiativeinlearning.(2)Factorsinmakingamindmapping２３ Firstofall,theroleandtaskthatateachershouldclearlyunderstandinmakingamapisaninstructoraswellasmanager,andthismeansstudents"actualaccessibilityshouldbeconsideredbeforearranginggrammarlearningtasks.Forexample,helpingstudentsrecallwhattheyhavelearnedsothattheycanbuildaknowledgesystem.Secondly,studentsaretheprinciplepartinlearning,andstudents"learninginitiativeshouldbeactivated.What’smore,teachersshouldalsotakethefeaturesofmaterialsintoconsiderationbecausegrammartaskscoverdifferentkindsoftopicsthatneedknowledgeaccumulationindailystudy.(3)Theprocessofmakingamindmap.Inordertoclearlypresentthemainprocessofmindmapping,theauthorclearlypresentshowthemindmappingmodelappliedtotheteachingofEnglishgrammarthroughateachingcase,whichisbasedonthegrammartask---attributiveclauseinsenioronetextbooks.Thegrammartaskisdesignedasfollows.Forthefirststep,theteacherarrangesanappropriategrammartasktoclarifythelearningaim,beforethestudentsbegintodrawmindmaps,somekeywordsareprovidedtoestablishtheframework.Inthesecondstep,studentsarerequiredtocollectusefulandimportantinformation(includingwords,sentencepatterns,etc.),classifythecollectedmaterials,thenstudentsstarttodrawtheirmindmaps.Inthethirdstep,studentsexchangeideasbygroupdiscussion,enrichingtheirmapsbyaddingsub-themesorbranches,tocorrecttheirmindmappingundertheguidanceoftheteacher,notonlyatthewordlevel,butalsointhesentencepattern(seeFigure2-1andFigure2-2).２４ Figure2-1mappingstepofmindmapping.Figure2-2mappingstepofmindmappingThen,studentspresenttheirmindmapsandtheteachermakescommentsontheirpresentations.Thelaststepisthediscussionstage,atthisstage,thestudentsexchangetheiropinionstoperfectthemindmapping,theteacherthensumsuptheresults,and２５ thenthestudentswritecommonwordsorsentencesintheirnotes.Thewholeprocesscanbeclearlyshownbelow(figure2-3).Figure2-3thewholemindmapping.Thus,aproposedEnglishgrammarteachingprocessapplyingMindMappingModeliscompleted.3.5.2ExperimentalStageTheexperimentbeginsonSeptember21,2017andendsonJanuary30,2018,intotal18weeks.Thetextbookadoptsthestandardexperimentaltextbookofnormalhighschoolcurriculum(compulsory),OxfordEnglishmodule1,OxfordEnglishmodule2PublishedbytranslatedYiLinPress.Thispapermainlyaimsatthestudyofattributiveclauses.Thenewcurriculumstandardputsforwardhigherrequirementsforgrammarteaching.Itproposestostrengthenstudents"abilitytouseknowledgeandgraduallycultivatestudents"comprehensivelanguageability.Intheexperiments,theauthorusesmindmappingapproachtoteaching,namelyusingmindmappingwaytoshowstudents,topracticeandtoreviewthegrammarknowledgeinexperimentalclass,improvesthestudents"interestinlearning,andstrengthenstheconnectionbetweentheknowledge,makingstudentsformaclearandclearimpressionofgrammarknowledgeinthemindandpromotingthesystematicmasteryofgrammarknowledge.Thecontrolclassstill２６ adoptstheoriginalteachingmethodtoteach.Aftertheexperiment,twoclassesofgrammarknowledgetestatthesametime,andintheexperimentalclassesquestionnaires,usingEXCELandSPSSsoftwarefordatastatisticsandanalysis,toverifytheeffectivenessofthemindmapforgrammarteaching.Thefollowingistheprocessofteachingintheexperimentalclass,whichincludesthestudyofgrammarknowledge,thepracticeandtheconsolidationofthethreeimportantsteps.1.ThelearningstageofgrammarknowledgeThelearningofgrammarisdividedintothefollowingparts:Import-grammarknowledge-groupactivities-classpresentations-teachersummarycomments–assignments.Thentheauthorelaboratesthelearningprocessaccordingtotheteachingsteps.①Theimport----theauthorfirstlygivesasetofexamplestoteachgrammarknowledgetoguidestudentstodiscoverthegrammarrules.Intheprocessofthestudents"reply,theteacherannotatesthekeyinformationinthesamplesentenceswiththewayofmindmapping,andmakesapreliminarydrawingoftherulesofthestudent"ssummary.②Thestudyofgrammarknowledge.Theteachersystematicallyexplainsthegrammarknowledgeandmodifyandsupplementthedirecteddrawingoftheimportedpart.Intheprocessofexplainingtheknowledgeandmodifyingthemindmapping,theteachershouldguidethestudentstoparticipateactivelyintheclassroom,makinguseofthekeypointsofthestudents"answertoexplaintheknowledgeandguidethemodification,guidingstudentstopayattentiontotheuseofmindmappingandvariouscolorsandgraphicstomaketheknowledgemoresystematicandorganized.③Groupactivities.Discusswhatthestudentshavelearnedanddrawyourmindmaps.Theteacherasksthestudentstodiscusstheknowledgeanddrawthemindmapwithcollectivewisdomingroups.Throughgroupsdiscussionanddrawingmindmaps,eachstudentcanparticipateactivelyinclassactivities.Inthediscussion,membersofthegroupexpresstheirviewsandcomplementeachother,finally,theknowledgecanbepresentedtothegroupsatisfaction.Inthisway,theclassroom２７ atmosphereisactive,andtheinterestandenthusiasmofstudents"knowledgeofgrammarareimproved,whichalsopromotestheconsolidationandreviewofgrammarknowledgeinthisclass,toensureWhatissaidbyteachersisinternalizedintostudents"ownknowledge.④Classroompresentation.Thestudentspresenttheirmaps,andtheteacherguidesthestudentstoshowthedrawingofthegrouponthestage,andguidethestudentstoexpressthemappedgrammarmapinlanguage.Afterthepresentation,theteacherasksothermemberstoevaluate,supplement,andmodify.Thispartistheoutputstageofknowledge.Throughthispartofthepresentation,ontheonehand,theteachercanunderstandthelearningsituationofthegrammarknowledgeofthestudentsinthisclass,soastofeedbacktimely,andknowledgecanbecomplementary,whichplaysakeyroleinthenextteachingplan.Ontheotherhand,thismethodcanimprovestudents"interestinlearningandpromotestudents"activeparticipationinclassroomactivitiesparticipationintheclassroom.Inaddition,byexpressingtheiropinions,studentscanalsoimprovetheirlanguageexpressionabilitytolaythefoundationforthedevelopmentoflanguagecomprehensiveability.⑤Teacher"ssummarycommentsTheteachergivesproperpraisetothestudents"performanceintheclass,highlightingthepositiveeffectofstrengtheningthebehaviorofstudentsinthelearningprocess.Afterthecomments,theteachersummarizesandsortsoutthegrammarknowledgeoftheclassthroughtheformofmindmapping,soastofurtherstrengthentheknowledgewhichtheyhavelearned.⑥HomeworkThehomeworkofthislessonistodrawamapofthegrammarknowledge,inwhichway,studentscanfurthercombandreviewtheirknowledge,inaddition,teacherscanfullylearnaboutthelearningsituationofstudentsinthisclasstomakeareasonablearrangementforthecourseplanofthenextclass.２８ 2.ThePracticeStageofGrammarKnowledgeInthepracticeofgrammarclass,theteacherfirstusesthemindmaptomakesystematicreviewofthegrammarknowledgeoftherequiredpracticetohelpstudentstoreviewtheiracquiredknowledgeintimeandprepareforthefollowingexercises.Practiceisactuallythepracticalapplicationofknowledge,andthenewcurriculumemphasizesthatstudentsshouldstrengthentheirabilitytousetheknowledgeandimprovetheinnovationofteaching.Intheordinarycourseofteaching,grammarismainlypracticedbydoingexercises,tosomeextent,students"examinationabilityisimprovedinthisway,butitcanresultinstudents"lackofknowledge.Sotomakeupforthesedefects,theauthorappliedpictures,video,essays,poemsandsoontothegrammarpractice.Theauthorusesattributiveclauseasanexample,thespecificstepsofpracticewillbeshowedasfollows:Thepracticeofgrammarknowledgeisdividedintothefollowingparts:thebasicgrammarknowledge---thepracticeofgrammarknowledge---homework.①Basicgrammarknowledge.Theauthorgivesalyricofattributiveclausesandguidesthestudentstodiscovertheattributiveclausesandusedifferentcolors,shapes,leadingwords,guidingwordsandclauses.Thisistheprimarystageofmasteringtheattributiveclause.Inthisgroupoflyrics,teacherscandeliberatelycorrectcertainrelationshipwordsandguidestudentstocorrectthem.Inthisway,theprevioussinglechoice,fillingmodeischanged,makingthepracticeformmorevisualized,whichcanimprovestudents"interestinlearninggrammar,andensurethestudents"mainroleintheclassandimprovestudents"senseofachievement.②Practiceofgrammarknowledge.Thispartaimstocultivatestudents"abilitytousetheknowledgeofgrammar,sothatstudentscanapplytheoreticalknowledgetopracticeandimprovetheircomprehensivelanguageability.Inthissection,theauthorgivesimagesandthecorrespondingsituationletsthestudentusingtheattributiveclause,tohelpstudentstolearngrammarknowledgeincircumstancesoflife,improvetheabilityofusinglanguage.Forexample,inordertoimprovethelearningatmosphereandactiveclassroomlearningatmosphere,the２９ teachercanrandomlypointoutastudentintheclassandletotherstudentsdescribehe/she.Inthepracticeclassofattributiveclause,theauthorrandomlypointsoutasmallgirlintheclassandaskstheboystodescribeher.SomestudentssayLilyisabeautifulgirlwhoishardworkingandelegant.Ofcourse,somewillsayLilyisagirlwhoisbeautiful.Intheprocess,everystudentsparticipateinclassactivitiesandexpresstheirideasactively.Teacherscanalsoaskquestionsintheprocesstohelpstudentsconsolidatetheirknowledge.Forexample,teacherscanaskquestionsinresponsetothesestudents:canwechangewhowiththat?Studentsmaysayyes.Howaboutchangingwhowithwhich?Thestudentssayno,thereareveryactivestudentswhomaysayLilyisnotsomething,causingthewholeclasstoroarwithlaughter.Therefore,throughthispartofpractice,itcanhelpstudentstoconsolidatetheirknowledgeofgrammar.Itcanalsostimulatetheclassatmosphere,improvestudent"sparticipation,andmaketheboringpracticeclasseasyandfunny.Afteraclass,thestudentsgainalotandareveryhappy.③.Homework.Theteacherassignsthehomeworkafterclasssothatthestudentscanconsolidatetheirknowledge.Inthispart,theauthorusuallyarrangesthetaskofwriting.Becausestudentshavealreadypracticedlisteningandreadingskillsintheclassroom,thestudentswillbegiventhepracticeofwritingandwriting,whichwillhelpstudentsimprovetheircomprehensiveskillsinlistening,speaking,readingandwriting.3.TheReviewStageofGrammarKnowledgeThereviewofgrammarknowledgeisdividedintothefollowingsections:students"classroompresentationofmindmapping-studentscommentsoneachotherandrevisethemindmap-teacher"srenderingguide,systemreview-homework.①Studentsdisplaymindmappinginclass.Theteacherasksthestudentstotaketheknowledgeintheformofmindmappingandmakeotherstudentsreviseandcommentonit.Inthisprocess,studentswilllearnthegrammarknowledgeacquiredinthecourseoftheprocess.Throughtheway,studentsdrawthemindmap,andtheteachercanclearlyknowthestudents"masteryofthegrammarknowledgeduringthistime.３０ ②Studentsreviewandrevisetheirmindmaps.Intherecitationofgrammarknowledge,theteacheralsotakesstudentstocommentoneachotherandmodifythewayofmindmapping.Thereasonswhythismethodisusedareasfollows:Firstly,thattheteacherdoesnotparticipateandthestudentparticipatescanraisethemainpositionofthestudentintheclassroomactivity,promotingstudentstostudyindependentlyandthedevelopmentofmutuallearningability.Secondly,studentsaremodifyingeachother,whichisalsoawayforeachstudenttoreviewandreviewhisknowledge.Thestudentswhopresentthemindmapontheplatformcombthegrammarknowledge,meanwhile,studentsintheaudiencealsoactivelyrecalltheknowledgeacquiredintheirownbrainandreviewandrevisethemindmaponthestage.Thirdly,teachersmayhavetheopportunitytolearnmoreaboutthestudents"masteryofthegrammarknowledge.Theparticipationofmorestudentsintheclassroommeansthattheteachercanlearnmoreaboutthestudents"learningsituationandarrangetheteachingplanaccordingtothestudent"sreview.③TeacherpresentstheguidediagramandthesystemreviewsInthispart,theteacherpresentsthesystem"sgrammarmaptothestudentsbycomputer,systematicallyexplainandreviewtheknowledge,sothatthestudentscanlearnthegrammarknowledgeinthemind.Theimageofthemapsystemisreproducedtopromotestudents"masteryofknowledge.Afterstudentsshowtheirwork,theteacherdisplaystemplate,thusstudentswillbeencouragedtosearchforgapsintheknowledgetheyhavelearned,andtoreviewtheexistingknowledgeinthebrainmoreaccurately,clearlyandclearly.④Homework.Throughstudy,practiceandrecitation,studentshaveahighlevelofknowledgeofwhattheyhavelearned,inthissection,theteacherletsthestudenttiethegrammarknowledgeofthetimetostudyonA4paper,aftercorrecting,teachercanunderstandthestudents"graspofthegrammarknowledgeduringthisperiod,togivetimelypraisetostudentswhoperformwell,andtogivefeedbackintime,atthesametime,tomakeindividualizedteachingforsomestudentswhoarenotsatisfiedwiththeirperformance,andtoteachtheminaccordancewiththeir３１ aptitude,ensurethatstudentshaveagoodcommandofwhattheyhavelearned.Afteracquiringtheknowledgeofgrammar,theteachercanguidestudentstoaddnewlearningknowledgetotheirownmindmaps,promotingtheconnectionbetweenoldandnewknowledge.3.5.3DataCollectionAfterExperiment(1)post-testmeasurementAftertheexperiment,inordertounderstandtheeffectofmindmappinginEnglishgrammarteachinginseniorhighschool,theauthorgivesthetestpapertothetwodifferentclasses,oneistheexperimentalclassandtheotheristhecontrolclass,thentheresultsofthetwoclassesarecountedandanalyzed.(2)TeachersinterviewAftertheexperiment,inordertounderstandtheteachers’attitudetowardtheteachingmethodwhichtheauthoradoptedandgetsomesuggestionsontheauthorinterview,topromotethecontinuousdevelopmentofresearchandimprovetheteachingprogress,theauthorconductsthisinterview.(3)Questionnairedistribution.Aftertheexperiment,inordertolearnaboutthestudents"attitude,usageandsuggestionoftheteachingmethodcombinedwithmindmappingandgrammar,theauthordistributesthequestionnaireintheexperimentalclass,andtheobtaineddataarecollectedandsorted.３２ CHAPTERFOURANALYSESANDDISCUSSIONOFTHERESULTAftertheteachingexperimentstudy,inordertoexploretheinfluenceofmindmappingonthelearningofEnglishgrammarinhighschool,andtheimpactonstudents"Englishproficiencyandthecomprehensiveuseabilityoflanguage,theauthorconductsapost-testonthetwoclasses,oneistheexperimentalclassandtheotheristhecontrolclass.afterwards,aquestionnairesurveyisconductedforthestudentsintheexperimentalclassontheeffectofgrammarteaching.Thetestvolumeisthesameasthatoftheprevioustestvolume,including:grammarsingleitemselection(50points),completeblanking,readingcomprehensionandsentencestranslation(50points),thefullmarkis100.Afterthetest,theauthoralsointerviewstheteachersofthesamegrade.4.1DataAnalysisandDiscussionInordertoverifytheinfluenceofmindmappingonstudents"grammaticalabilityinEnglishgrammarteaching,theauthorcompilesasetofexaminationpapersforstudents"grammarabilitybeforeandaftertheexperiment.Theaimofthetestistotesttheconsistencyofthetwoclassesingrammarlearning.Theauthorusestheindependentsamplet-testmethodtoverifytheexistenceofsignificantdifferencesbetweenthetwoclasses.Thepurposeofthetestvolumeistotestthedegreeofmasteryofthegrammarknowledgeafterlearning,andtoverifythatthereisasignificantdifferencebetweenthetwoclassesthroughtheindependentsamplet-test，ifthereisasignificantdifference,andtheexperimentalclassishigherthanthecontrolclass,themethodofusingthemindmaptoexplainthegrammarcanimprovethestudents"grammarabilitytoacertainextent.Inordertoknowwhethertheexperimentalclasshasmadeprogressaftertheexperiment,theauthorusesthepairedsamplet-testtoverifytheresultthoughmakingstatisticsandanalyzingofdata,andtheresultsarediscussedasfollows:4.1.1Pre-testDataAnalysisTheauthorappliesSPSStoanalyzingthepre--testscoresoftheexperimentalclass３３ andthescoresofthecontrolclass.Theresultsareasfollows:Table4-1statisticsofthecontrolclassandexperimentclasspre-testscoresGroupStatisticsClassNMeanStd.DeviationStd.ErrorMeanScores54775.267.5941.108114775.098.2331.201Ascanbeseenfromtable4-1,thenumberofstudentsinthecontrolclassandtheexperimentalclassisthesame,allofthemare47subjects.Theaveragescoreofthecontrolclasswas75.09,andtheexperimentalclasswas75.26.Fromtheaveragescore,thetwoclasseswasaboutthesame.Whetherthereexistmuchdifferencesbetweenthetwoclasses,dataanalysisofindependencetestwillbecarriedout.Table4-2Pre-testresultsofindependentsamplet-testincontrolclassandexperimentalclassLevene"sTestforEqualityofVariancest-testforEqualityofMeans95%ConfidenceIntervaloftheDifferenceSig.MeanStd.ErrorFSig.tdf(2-tailed)DifferenceDifferenceLowerUpperScoresEqual.126.723.10492.917.1701.634-3.0753.415variancesassumedEqual.10491.407.917.1701.634-3.0753.415variancesnotassumedAscanbeseenfromtable4-2,thehomogeneityvarianceSig.ofthecontrolclassandtheexperimentalclassis0.0723,whichisgreaterthan0.05,indicatingthatthevarianceofthevariableisequal.Therefore,weneedtoanalyzethedataofthefirstrow.Sincetheaverageoftheexperimentalclassisabovethecontrolclass,thevalue３４ oftandmeanispositive.Sig.(bilateral)valueis0.917isgreaterthan0.05,indicatingthatthelowerlimitandupperlimitofthe95%confidenceintervalofthedifferencewere3.415and-3.075respectively,whichcontained0,indicatingthattherewasnosignificantdifferencebetweenthetwogroupsofdata.4.1.2Post-testDataAnalysisAftertheexperiment,theauthorcollatesthepost-testdataofthecontrolclassandtheexperimentalclass,throughSPSSsoftwareanalysis,theresultsareasfollows:Table4-3statisticsofthecontrolclassandexperimentclasspre-testscoresStd.ClassNMeanDeviationStd.ErrorMeanScores54779.136.813.994114775.987.9281.156Accordingtotable4-3,afterconductingtheexperiment,wegottheaveragescore75.98asthescoreofthecontrolclassandthatoftheexperimentalclasswas79.13.judgingfromtheaveragescore,theexperimentalclasswas3.15pointshigherthanthecontrolclass,whichindicatesthattheexperimenthassomeeffectonimprovingstudentachievement,butthedataofthisgroupcannotindicatewhetherthetwoclasseshavesignificantdifferences,therefore,weneedtoconductdataanalysisontheindependencetest.３５ Table4-4Post-testresultsofindependentsamplet-testdataofcontrolclassandexperimentalclassLevene"sTestforEqualityofVariancest-testforEqualityofMeans95%ConfidenceIntervaloftheDifferenceSig.(2-tailMeanStd.ErrorFSig.tdfed)DifferenceDifferenceLowerUpperScoresEqual.962.3292.06592.0423.1491.525.1216.17variances7assumedEqual2.06589.966.0423.1491.525.1206.17variances8notassumedAscanbeseenfromtable4-4,thehomogeneityvarianceSigvalueofthecontrolclassandtheexperimentalclassis0.962,whichisgreaterthan0.05.Thevarianceofthevariableisequal,soweneedtoanalyzethedataofthefirstrow.Aftertheexperiment,theaverageofthecontrolclasswasbelowtheexperimentalclass,sothevalueofitandmeanwasnegative.Thelowerlimitandtheupperlimitofthe95%confidenceintervalofthedifferenceare6.177and0.121respectively,whichindicatesthereexistsasignificantdifferencebetweenthecontrolclassandtheexperimentalclass.Conclusion:combiningmindmappingwithhighschoolEnglishgrammarknowledge,theexperimentalclass’saveragescoreofis3.15pointshigherthanthecontrolclass’s,whichindicatesthattheexperimentalclassdoesbetterthanthecontrolclass.Andthedataoftheindependenttestshowsgreatdifferencesinthepost-testdataofthecontrolclassandtheexperimentalclass,indicatingthattheteachingmodeof３６ Englishgrammarinseniorhighschoolisimprovedbyusingmindmappingtohelpstudentsperformanceeffectively.Theabovedataistheresultoftheexperimentalclassandthecontrolclass,theexperimentalclassitselfbeforeandaftertheexperiment.Isthereanychange?Theauthorcontinuestostudythis.4.1.3ComparativeAnalysisandDiscussionoftheDataAftertheexperiment,theauthorcollatesdataofthecontrolclassandtheexperimentalclass,throughSPSSsoftwareanalysis,theresultsareasfollows:Table4-2Pre-testresultsofindependentsamplettestincontrolclassandexperimentalclassLevene"sTestforEqualityofVariancest-testforEqualityofMeans95%ConfidenceIntervaloftheDifferenceSig.MeanStd.ErrorFSig.tdf(2-tailed)DifferenceDifferenceLowerUpperScoresEqual.126.723.10492.917.1701.634-3.0753.415variancesassumedEqual.10491.407.917.1701.634-3.0753.415variancesnotassumed３７ Table4-4Post-testresultsofindependentsamplet-testdataofcontrolclassandexperimentalclassLevene"sTestforEqualityofVariancest-testforEqualityofMeans95%ConfidenceIntervaloftheDifferenceSig.(2-tailMeanStd.ErrorFSig.tdfed)DifferenceDifferenceLowerUpperScoresEqual.962.3292.06592.0423.1491.525.1216.17variances7assumedEqual2.06589.966.0423.1491.525.1206.17variances8notassumedComparingTable4-2Pre-testresultswithTable4-4Post-testresults,wecanseethesignificantdifferencebeforeandaftercombiningmindmappingwithhighschoolEnglishgrammarknowledgeteaching,andconclusionscanbedrawnasfollows:Thereexistsnogreatdifferencebetweenthepre-testdataofthecontrolclassandtheexperimentalclass.Thisshowsthatbeforetheexperiment,thetwoclassesisbasicallythesameintheirscoresandlearningabilityintheEnglishgrammarlearning.AftercombiningmindmappingwithhighschoolEnglishgrammarknowledge,theaveragescoreofthecontrolclassis3.15pointslowerthantheexperimentalclass,whichindicatesthatthecontrolclassisworsethantheexperimentalclass.Meanwhile,thedatafromtheindependenttestshowssignificantdifferencesinthepost-testdataofthecontrolclassandtheexperimentalclass.AlloftheaboveindicatesthattheteachingmodeofEnglishgrammarofseniorhighschoolisimprovedbyusingthemindmappingtohelpthestudentsperformanceeffectively,andthismethodcanbe３８ adoptedintheEnglishgrammarteachinginseniorhighschool.4.2ResultsandAnalysisoftheQuestionnaire4.2.1ResultsoftheQuestionnaireInordertofurtherunderstandthestudents"psychologicalacceptanceofthemodeofgrammarteaching,theiropinionsandsuggestionsafterapplyingmindmappingtothegrammarteachinginseniorhighschool,theauthoralsoconductsaquestionnairesurveyongrammarteachingeffect.47questionnairesweredistributedand47validquestionnaireswerecollected.Theresultsofthequestionnairesurveyareasfollows:AquestionnaireaboutthelearningofEnglishgrammarinseniorhighschool(refertotheAppendixone).Table4-5theResultsandAnalysisoftheQuestionnaireNo.ABCDTotallyagreeAgreewithgeneralTotallywithdisagreenumber％number％number％number％13063.81021.3510.624.321021.32042.61021.3714.931429.31736.21225.548.543063.81021.324.3510.652553.21531.948.536.46510.636.41021.32961.773166.0612.848.5612.883063.81021.324.3510.69510.6510.61021.32757.410919.1612.8612.82655.311817.01531.91123.41327.7121123.41021.31225.51429.8131838.31225.51225.5510.61448.548.53063.8817.0150048.536.44085.1Analysis:fromquestions1to3ofthefigure4-5,morethan85percentofthestudentsthinkgrammarisveryimportant,whichplaysakeyroleinEnglishlearning.Only5percentthinkgrammarisimportant,while2percentthinkitisnotimportant,whichshowsthatmostseniorhighschoolstudentshaverealizedtheimportanceof３９ grammarlearning.Andtheyhaveformedaveryimportantconceptofgrammarintheirminds.Aswecanseefromquestions4to7ofthefigure4-5,morethan70percentofthestudentsholdtheopinionthatthegrammarmethodwhichtheirteachersadoptedwasmonotonousandcouldnotattracttheirattention,indicatesthatteachersneedtoimprovetheirgrammarteachingandfindawaytoexplaingrammarthatstudentsprefer,throughteacher"ssystematicexplanation,thesystemclearconceptcanbeformedinthemind,improvingstudents"enthusiasmandinterestingrammarlearning,whichmakesEnglishlearningeasier.Fromquestion15ofthefigure4-5,88percentofstudentsareunfamiliarwithmindmapping,andnooneiscompletelyfamiliarwiththeunderstandingofit,whichshowsitisverynecessarytotrainstudents"abilitiesinmakingmindmappingbeforethelessons.Fromtheresultsofthequestionnaireusedtoinvestigatestudents"basicknowledgeofgrammarlearning,aconclusioncanbedrawn.InthecurrentseniorhighschoolEnglishgrammarstudy,studentscanrealizetheimportanceofgrammarlearning,butduetothetrivial,unsystematicandboringproblemsofgrammar,itcausesstudentstothinkthatgrammarlearningisdifficultandlackofinterestinlearninggrammar.alltheaboveshowsthatteachersneedtoimprovetheirteachingmethodsandfindmoreeffectiveteachingstrategiestohelpstudentsimprovetheirinterestandabilityingrammarlearning.４０ AquestionnaireabouttheapplicationofmindmappinginhighschoolEnglishgrammarteaching(refertotheAppendixtwo).Table4-6theResultsandAnalysisoftheQuestionnaireNO.ABCDTotallyagreeagreewithgeneralTotallywithdisagreenumber％number％number％number％10048.536.44085.123063.81021.3612.812.1324.34085.048.512.143880.8612.824.312.1524.336.4714.93574.561021.33268.124.136.472553.21940.436.40083063.81327.724.324.393063.81327.736.412.1103165.9919.148.536.4113370.2510.6510.648.5123370.2714.912.100133472.31021.324.312.1143574.512.112.11021.3153063.8714.912.1919.1Analysis:accordingtothefirstquestionoffigure4-6,85.1percentofthestudentsarecompletelyunfamiliarwiththeunderstandingofmindmapping,whichshowsthatgivingthetrainingcourseofmindmappingtothestudentsbeforethelectureisverynecessary.From2to4ofthefigure4-6,wecanseethatmorethan85percentofthestudentslikethecombinationofmindmappingwithgrammar,andmorethan60percentofthestudentslikeit,andonly2.1percentdon"tlikeit.Morethan90percentofstudentspreferthepresentwayofteachingcomparedwithpreviousgrammarteachingmethods.85percentofthestudentsthinkthatmindmappingcanimprovetheirinterestingrammarlearning.Accordingtothequestionsfrom5to7inthefigure4-6,74percentofthestudentsthinkthatusingmindmappingwillnotaggravatetheburdenofschoolwork.Only10.7percentofstudentsthinkthatitwillaggravatetheburdenofstudy.Morethan80４１ percentofstudentsthinkitiseasytodrawamindmap,while10.5percentholdtheviewthatitisdifficulttodrawmindmaps,whichshowsthatdrawingmindmappingisnotdifficultforstudents,andstudentscanacquirethisskillinashorttime.53%ofthestudentsliketodrawamindmap,40%ofthestudentslikethemindmapdrawnbyothers,7%studentsthinkthereisnodifference,thisindicatesthatwecanshowthestudentsintheteachingthemapthattheyhavealreadydrawn,andalsoletstudentsdrawtheirownmindmaps.Ascanbeseenfromthequestions8to10infigure4-6,91percentofstudentsbelievethatmindmappingmakestheirgrammarknowledgemoresystematic.And27%ofthestudentsthinkthatmindmappingmakestheirgrammarverysystematic,whichshowsthatmindmappingcanhelpstudentstosystematizethecomplicatedgrammarknowledge.27percentofthestudentsagreethatmindmappingishelpfulforgrammarlearning,88percentofthestudentsagreewiththisview,whilethenumberwhodisagreeiszero.86percentofstudentsthinkthatmindmappinghelpstoextractandapplyknowledgewhendoingexercises,andonly24percentdisagre,whichshowsthatmindmappinghelpsmoststudentstousegrammarknowledgeinexams.Fromquestions11to12ofthefigure4-6,wecanseethat80%ofthestudentswanttheteachertocontinuetousethemindmaptoexplainthegrammarknowledge.70percentofthestudentswanttheirteachertocontinuewiththismethod,andonly8.5percentofthestudentsdon"twantit,80percentofthestudentswanttheirteacherstousemindmapstoexplainotherknowledge(words,reading,writingetc.).70percentofthestudentssaytheydohopeso.Ascanbeseenfromthequestions13to15infigure4-6,92percentofthestudentsapplymindmappingtostudyinggrammar,and72percentofstudentsuseitregularly,andonly9percentdon"t.72ofthestudentsusemindmapstosummarizegrammar,while23percentdonot.Whennewknowledgeisavailable,64percentofstudentswillsupplementtheirexistingmindmaps,while24percentwillnot.Question21:Whatareyourmainaccomplishmentswhenyoulearngrammarbyapplyingmindmapping?４２ Theauthorintegratesthestudents"answersanditmainlyfocusesonthefollowingaspects:1.Mindmappingcanhelpusbyplacingcomplexandtrivialknowledgeinaverysystematicguidetostrengthentheassociationandmemoryoftheknowledgeofgrammarandmaketheknowledgemoreorganized,clearandsystematic.2.Mindmappingisveryversatile,notonlyforlearningEnglishgrammar,butalsoforotheraspectsofEnglishlearning.3.Thelearningstyleofmindmappingisveryinteresting,andthegrammarlearninghasbecomemuchmoreinteresting.4.Mindmappingcanhelpmemakenotesinclass,whichmakesthekeypointsmoreprominent,andithelpsmenotonlyinstudyofknowledge,butalsoinreviewofknowledge.Question22:WhatdoyouthinkofthedisadvantagesoftheEnglishgrammarguide?Theauthorintegratesstudents"answers,mainlyfocusingonthefollowingaspects:1.Intheaspectofdrawing,itcanbeimprovedcontinuouslytomakedrawingpictureseasierandeasier.2.Theteachercanprovidemoreofthemindmapsthathasbeendrawn,andprovideuswithmorereferenceandthinking.3.Theteacherprovidesamapofasinglegrammar,canweputallthegrammarinonemap?4.2.2ResultsandAnalysisoftheQuestionnaireAccordingtothedataofquestionnairesurveyongrammarteachingeffect.Wecansumuptheresultsasfollows:First,inlearningEnglish,studentswillbeabletorealizetheimportanceoflearninggrammar,butmanystudentsthinkgrammarlearningisreallydifficultandboringinlearningEnglish.Thatdemandsweshouldnotonlystrengthentheteachingofgrammarknowledgebutalsofindbetterteachingstrategiestoimprovestudents"interestingrammarlearning.Secondly,themodelcombiningmindmappingwithEnglishgrammarknowledgegainedthestudents"loveandrecognition,whichnotonlyimproves４３ students"interestingrammarlearningbutalsomakestheatmospheremorelively.What’smore,itimprovesstudents"abilitytolearngrammar.Thismodemakesstudents"grammarknowledgemoresystematicanditisrecognizedandlovedbystudents.Theyalsohopethatteacherswillcontinuetousemindmapsforgrammarandotherknowledge.Thirdly,intheapplicationofmindmapping,moststudentsusemindmappingingrammarstudy.However,manystudentsarenotabletouseitwellinthesummaryofknowledgeandsupplementofnewknowledge,whichrequiresteacherstoguidestudentstoaddnewknowledgetotheirownmindmapsandenhancethestudents"knowledgeofgrammarandtoimprovetheirowngrammaticalability.ThecollationandanalysisofthecomprehensivequestionnairecanbesummarizedasthestartingpointofhighschoolEnglishgrammarknowledge.TheteachingmodeofusingmindmappingtoassisthighschoolEnglishgrammarhasbeenenjoyedandrecognizedbystudents.Thiskindofteachingmodecanimprovestudents"interestingrammarlearningandenhancethesystematicknowledgeofgrammar,whichplaysapositiveroleinpromotingstudents"grammarability.4.3AnalysisandDiscussionoftheInterview4.3.1ResultsofPre-experimentInterviewQuestion1:Howdoyouusuallyteachgrammar?Teacher1:Generallyspeakinggrammarrulesfirst,thenItrytomakethestudentsunderstandthebasicconceptsandusagesofthegrammarknowledge,bygivingexamplesattherighttimetohelpthemusethegrammarrulesinsentences.Atlast,studentsaregivenexercisestopractice.Teacher2:Dependingonthesituation,mostofthetime,Iwillexplainthegrammarrulesdirectlytothemandthendotheexercises.Sometimesinordertoincreasestudentinterest,Imaygiveanexampletogetthestudentstosummarizetherulesfirst,thenIwillaskthemtofindthegrammaticalfeaturesandexplainthegrammarrulessystematically.Teacher3:Basically,beforelearningeachunit,Iwillexplainthegrammarknowledgesysteminvolvedinthisunit.Later,whenIexplainthetext,Iwillask４４ studentstoanswerquestionsaboutgrammarandpromotetheconsolidationandpracticeofgrammarknowledge.Question2:Doyoufeelthatstudentsareinterestedingrammarlearning?Teacher1:Forhighschoolstudents,theyhavejustcomeintocontactwithmorecomplicatedgrammarknowledge.Intermsofgrammarlearning,theyfeelalittlebitmoredifficult,andthegrammaritselfisboring,soinclassIplaytheleaderruleandmystudentsjustfollowmeingrammarlearning.Teacher2:Studentsinterestisnotveryhigh.Teacher3:studentslearninginterestisnothigh.Mostofthestudentsdon"tlikegrammarclassesverymuch,andfeelthattheknowledgeofthispartistooabstract,meanwhileit"shardtomaster,andmanystudentsareafraidtobeaskedaboutgrammaticalquestions.Question3:Doyoufindwaystoimproveyourstudents"interestinthegrammar?Teacher1:Yes.Forexample,whenmakingasentence,theywillgivesomeexamplesthatareclosetolife,orsomehumorousones,theexampleistoimprovetheirinterestinlearningandimprovetheclassroomatmospheresothattheclassisnottoodull.Teacher2:Sure,likewhatIjustsaidusinginduction,Iaskedthemtofindgrammarrulesandsummarizegrammarrules.It"sbetterthanjustgivingthemtherulesofgrammar.Teacher3:Trytofindabetterway,butitdoesn"tfeelgood.Question4:Haveyoueverheardofmindmapping?Doyouusemindmapstoexplaingrammar?Teacher1:Ihaven"theardofit.Teacher2:Ihaveheardofit,butitseemsthatmindmappingismoreusedinvocabularyteaching,butIhaven"tusedthismethod.Teacher3:Ihavenotheardofthismethod.４５ Question5:Ifthereisanewwaytotryandchangestudents"interestingrammarlearning,areyouwillingtotry?Teacher1:Yes.Teacher2:Ofcourse,whynot?Teacher3:IwouldliketotryitifIcanimprovestudents"learningsituation.4.3.2AnalysisandDiscussionoftheInterviewAccordingtotheinterviewsoftheteachers,theauthorgetsthegeneralideasaboutcurrentsituationaboutEnglishgrammarteachinginseniorhighschool.Aconclusionfromquestionone:InEnglishgrammarteaching,manyteachersusedeductivemethodingrammarteachingtoteachgrammarrules,letthestudentsunderstandthebasicconceptofspokengrammarandusage,andthengiveexercisesforstudentstopractice.Aftertheendofunitstudy,theywillbefurtherpracticedtopromotetheconsolidationofgrammarknowledge.Althoughthismethodispractical,itisboringandeasytogetboggeddowninthequestion.Aconclusionfromquestiontwo:ManyStudentsfeelthatthegrammarinseniorhighschoolisabstractandboring.Thegeneralinterestingrammarlearningisnothigh,andifeffectivemeasuresnottobeactivelytaken,itwillseriouslyaffecttheEnglishstudyinseniorhighschool.Aconclusionfromquestionthree:Althoughteacherstrytousesituationalmethodsingrammarteaching,andsomeeffectshavebeenachieved,yetfurthereffortsareneededandabetterwaytoimprovethecurrentstateofgrammarteachingshouldbefound.Aconclusionfromquestionfour:Manyteachershavenotheardofmindmapping,andthefewwhoknowthemindmappingknowitisonlyusedinotheraspectsofteaching.Andlittledotheyknowabouttheuseofgrammarteaching.Soitisnecessarytotrainthemonmindmappingknowledge.Aconclusionfromquestionfive:ManyteachersliketotrynewwaystoimprovethepresentsituationofEnglishgrammarteachingandarisestudents"interestingrammarstudying.４６ Fromalloftheabove,itindicatesthatitisnecessaryandveryimportanttotrythenewteachingmethod—mindmappinginEnglishgrammarteachinginseniorhighschool.Andthefollowingstatisticsofthecontrolclassandexperimentclassinpre-testandpost-testscoresshowsthatapplyingmindmappingtoEnglishgrammarteachinginseniorhighschoolisveryeffective.Table4-1statisticsofthecontrolclassandexperimentclasspre-testscoresClassNMeanStd.DeviationStd.ErrorMeanScores54775.267.5941.108114775.098.2331.201Table4-3statisticsofthecontrolclassandexperimentclasspost-testscoresStd.ClassNMeanDeviationStd.ErrorMeanScores54779.136.813.994114775.987.9281.156４７ CHAPERFIVERESEARCHCONCLUSIONSANDIMPLICATIONSBasedontheknowledgeofEnglishgrammarinhighschool,theauthorconductedanexperimentofapplyingmindmappingtoEnglishgrammarteachingingradeoneintheseniorhighschool.Throughanalyzingofexperimentalresults,theauthorfoundthatmindmappingcombinedwithseniorhighschoolEnglishgrammarteachingintheteachingmodecanimprovethestudents"enthusiasmoflearningEnglishaswellasstudents"abilitytolearningEnglishgrammar.Thiskindofteachingmodelispopularandapprovedbymostoftheteachersandstudents5.1ResearchFindingsAccordingtotheresearchprocessandtheresultsoftheexperiment,thefollowingconclusionsaredrawn:First,Englishgrammaristhestudents"learningdifficultiesduetothecharacteristicofthetrivialandboringgrammarknowledgeitself,manystudentsthinkgrammarlearningistoocomplicated,abstract,boring,evensomestudentsgiveupstudyofgrammarknowledgedirectly.SointheteachingofEnglishgrammarinseniorhighschool,teacherscanapplymindmappingtoimprovingstudents"interestinlearning.Meanwhile,mindmappingisrichincolor,picturesandchangeableinline,whichhasthecharacteristicsofdirectnessandiconicity.Therefore,wecanmakefulluseoftheseadvantagesofmindmappingandcombinewithgrammarknowledgeinteaching.Secondly,theteachingmodecombinedwiththeknowledgeofEnglishgrammarinseniorhighschoolcanpromotethesystematicknowledgeofstudents"grammar.Thestructureofmindmapisclearanddistinct,anditscentralknowledgeiscloselyrelatedtothesurroundingknowledge,whichcanpromotethestudents"associationandimaginationofknowledgeinlearningandsummary.Throughthequestionnairesurveyresults,theauthorfoundthatalargenumberofstudentsbelievethattheirgrammarknowledgeismoresystematicbydrawingmindmapping.Meanwhile,bycomparingtheperformanceoftheexperimentalclassandthecontrolclassinclass,itisfound４８ thatdrawingmindmapscanhelpstudentstostrengthentheirmemoryofgrammarknowledge.Inthegrammarreviewclass,theywereabletoquicklyandaccuratelymapthegrammarmapsoftheirmind,tomaketheknowledgemoresystematicandrationalized.Thedataanalysisobtainedfrombeforeandaftermeasurementcanbefound,usingthewayofmindmapping,whichcanhelpstudentsmastertheknowledgeofgrammarandimprovetheirgrammarability.Thirdly,theteachingmodecombinedwiththeknowledgeofEnglishgrammarinseniorhighschoolcanplayanactiveroleinimprovingstudents"academicperformance.Mindmapsarecolorful,clearlines,prominentthemesandvariousforms,andthesecharacteristicsareconducivetothepresentation,learning,summarizationandreviewofgrammarknowledgepoints,theteachingmodeofusingmindmappinginteachingcanimprovelearners"interestinlearning,anditcanalsopromotetheinduction,summary,associationandimaginationofknowledge,whichishelpfulforlearnerstoformaclearandcleargrammaticalknowledgestructureintheirmind.Theteachingandlearningofgrammarknowledgeprovidesaneffectivemethodandstrategy,andhaspromotedthedevelopmentofteachingandlearning.Intheexperiment,thepositiveperformanceofstudentsintheclassroom,aftertheexperiment,theauthorsummarizedthedatainthequestionnairesurveyandinthetest,thestudent"sexcellentperformance,allofwhichhaveprovedthepositiveeffectofthismethodonteaching.Asaresult,mindmappingcanbecombinedwithEnglishgrammarteaching,anditplaysapositiveroleinimprovingstudents"academicperformance.Fourthly,theteachingmodelcombiningmindmappingwiththeknowledgeofhighschoolEnglishgrammarhasbeenrecognizedandlovedbyteachersandstudents,whichcancontinuouslyimprovestudents"studyhabitsandteachingstrategiesofteachers.Bythequestionnairesurvey,theauthorfoundoutthatstudentslovethiskindofteachingmethod,anditcanhelpsummarizethegrammarinthisway.Intheprocessofteaching,aftertheauthorusesthemindmaptoexplainthegrammar,whoaredelightedtofindthatstudentscanactivelydrawthementalmapoftheirmindto４９ prepareandreviewtheirknowledgeintheclass.Throughtheinterview,theauthorfoundthattheteachersreallyliketheteachingmode.Andtheyareverywillingtousemindmappingtoimproveteachingstrategiesinthefutureteachingpracticetoimprovestudents"interestandabilitytolearn.Therefore,theteachingmodeofmindmappingandEnglishgrammarteachinginhighschoolhasbeenrecognizedandlovedbyteachersandstudents,whichhaspromotedthecontinuousimprovementofgrammarteachingandlearning.5.2ResearchImplicationsandconclusionsThroughtheresearchofthispaper,thefeasibilityandeffectivenessofmindmappingintheteachingofhighschoolEnglishgrammararefullyprovedwhichprovidestheoreticalbasisandpracticalbasisforthefutureteachingoftheauthor.Therefore,tosumuptheresultsoftheexperiment,theauthorobtainsthefollowingenlightenmentinteaching.First,intheteachingofEnglishgrammarinseniorhighschool,teacherscanusemindmappingtoimprovestudents"interestinlearning.Englishgrammarisadifficultpointforstudentstolearn,andbecauseofitstrivialandboringcharacteristics,manystudentsthinkthatthelearningofgrammariscomplicated,abstractandboring.Somestudentsevengiveuptheirstudyofgrammar.Mindmapisrichincolor,picturesandchangeableinlines,whichhasthecharacteristicsofdirectnessandiconicity.Therefore,inteaching,wecanmakefulluseoftheseadvantagesmindmappingandcombiningwithgrammarknowledge.InhighschoolEnglishgrammarteaching,teacherscanuseheuristicmethodstopresentgrammarknowledgetostudents,teachgrammarknowledge,practiceconsolidationandreviewgrammarknowledge,togivefullplaytothemainroleofstudentsinteaching,letmorestudentsparticipateinclassroomactivities,improvestudents"interestingrammarandenhancestudents"enthusiasmforlearning.Secondly,intheteachingofEnglishgrammarinseniorhighschool,teacherscanusethemethodofmindmappingtohelpstudentssystematicallygraspgrammarknowledgetopromotethecontinuousimprovementofgrammar.Englishgrammarischaracterizedbytrivialityandcomplexity.Manystudentshavedifficultyin５０ systematizingandsystematizingtheknowledgeintheirstudy.Themindmapstructureisclear,thelevelisbright,thecentralknowledgeandthesurroundingknowledgearecloselylinkedlayerbylayer,whichcanpromotestudents"associationandimaginationofknowledgeinlearning,tosummarizegeneralizeandenhancethesystemofknowledge.Therefore,inthefuturegrammarteaching,wecandrawthewayofmindmappingtorenderthegrammarknowledgesystematicallyintheformofaguidegraph,enhancingtheinterconnectednessandsystematizationofknowledgetopromotestudents"knowledgeofgrammar.intheteachingprocess,wecanalsoletstudentsusemindmappingtostudyindependently,practiceandreviewgrammarknowledge,improvestudents"learninginitiative,andpromotethesystematicandintegrativenatureofknowledgemastery.Thirdly,weshouldnotonlyfollowthedominantpositionofteachersinteaching,butalsogivefullplaytothemainroleofstudentsinlearning.Inthefutureclassroomteaching,weshouldgivefullplaytotheteacher"scontrolandgraspoftheclassroominteaching,sothatthegrammarknowledgecanbecarriedoutmethodicallyinthedesignoftheteacher.Inaddition,studentsshouldbeabletoexpresstheiropinionsinclass,makingsurethattheclassatmospherecanberelaxedandlively.Anditturnsoutthatthecombinationofmindmappingandgrammarteachingcanensurestudents"participationintheclassroom,andithasimprovedthesituationthatteachersintheclasssimplyspeakknowledge,andstudentspassiveacceptance.Inthefutureteaching,weshouldgivefullplaytothepositiveroleofmindmapping,andpromotestudents"activeparticipationinclassactivities.TherolethatGrammarplaysinEnglishteachingisveryimportant,butmanystudentsthinkthatgrammarisboringandcannotbemasteredsystematicallyinpractice.Basedontheaboveproblems,theauthorwantstocombinemindmappingwithgrammarteachinginthisstudy,toverifythevalidityofmindmappingintheteachingofgrammarandprovideabetterteachingstrategy.Bycomparingexperiment,questionnairesurveyandinterview,theauthorverifiesthefeasibilityandeffectivenessofmindmappingingrammarteaching.Thefollowingconclusionsaredrawn:Firstly,thecombinationofmindmappingandseniorhighschoolEnglishgrammarcan５１ improvestudents"interestingrammar.Secondly,thecombinationofmindmappingandseniorhighschoolEnglishgrammarcanpromotethesystematicknowledgeofstudents"grammar.Thirdly,theteachingmodecombinedwiththeknowledgeofEnglishgrammarinhighschoolcanplayanactiveroleinimprovingstudents"academicperformance.Fourthly,theteachingmodelcombiningmindmappingwiththeknowledgeofhighschoolEnglishgrammarhasbeenrecognizedandlovedbyteachersandstudents.Thiskindofteachingmodecanimprovestudents"studyhabitsandteachingstrategies.Accordingtotheresultsofthisstudy,theauthorsummarizedthefollowingRevelations:Firstly,inteachingofEnglishgrammarinhighschool,teacherscanusemindmappingtoimprovestudents"interestinlearning.Secondly,intheteachingofEnglishgrammarinhighschool,teacherscanusethemethodofmindmappingtohelpstudentssystematicallymasterthegrammarknowledgeandimprovethegrammarability.Thirdly,weshouldnotonlyfollowthedominantpositionofteachersinteaching,butalsogivefullplaytotheroleofthestudentsinthelearningprocess.Althoughtheauthorhasmadeacarefulandin-depthexplorationofthisresearch,duetolimitedpersonaltime,energyandability,thepaperalsohasthefollowingshortcomings:itisnecessarytofurtherstudyandverifytheeffectivenessofmindmappingintheteachingofEnglishgrammarinseniorhighschool.Althoughtheauthorshowstheeffectivenessofmindmappingforgrammarteachingfromtheresultfeedbackandquestionnairedata,duetothesmallsamplesize,theauthoronlyconductedexperimentsononeclassofstudents,sotheexperimentneedstobefurtherverified.Inviewoftheaboveproblems,theauthorwillneedtofurtherexpandthenumberandscopeofsamplesinthefuture,makingtheexperimentalresultsmoreuniversalandrepresentative.Theauthorhasbeenthinkingafewquestionsintheresearch:first,iftheauthorappliesmindmappingtoareviewofgrammarinthethirdgrade,orifapplyingmindmappingtotheteachingofmiddleschoolEnglish,therewillbeothereffects.Inthefuture,iftimepermits,theauthorwilldofurtherexperimentsandresearch.５２ Second,theevaluationmethodoftheexperimentisnotcomprehensive,althoughtheauthorcarriedoutthepre-testinthisstudy,themethodofcomparisonexperimentwasusedintheexperimenttoevaluatetheteachingeffectfromthreeaspects:examinationresult,questionnaireandinterview,theauthordoesnotsystematicallyevaluatethemindmapsthatstudentsdraw,andthereisnocertainevaluationcriterion.Inthefuture,theauthorwilltrytostudytheobjectiveandoperableevaluationcriteriaofmindmapping,andtakemoreobjective,morecomprehensiveevaluationisconductedtofurtherqualitativeandquantitativeresearchontheexperiment,providingmorescientificverificationforexperimentalhypothesisandprovidingmorepersuasivebasisforexperimentalresults.Theauthorhasbeenthinkingsincetheendoftheexperiment,ifthetimeofexperimentislonger,thestudentsaremoreskillfulinusingthemindmapping,whethertheexperimentalresultswillbedifferentfromtheresultsobtainedbefore.Ifthereissufficienttimeinthefuture,theauthorwillconductfurtherexperimentsandverification.Afterthisstudy,theauthorsummarizestheresultsobtainedbytheresearchinstituteandtheproblemsfoundintheresearch,andtheresearchwillbecarriedoutinthefollowingaspects:Firstly,thispapercombinesmindmappingwithgrammarteachingandstudiesinseniorhighschoolEnglishgrammarteaching.Inthisstudy,theauthoronlyinvestigatedingradeone.Inthefuture,theauthorwillcontinuetoexpandtheresearchgroupinthesecond,thirdgradesandjuniorschoolstudents,toverifytheeffectivenessofthismethodinEnglishgrammarteaching.Secondly,intheapplicationofmindmappingtoEnglishteaching,theauthoronlystudiesgrammar.Inthestudy,theauthorfoundthattheformofmindmappingcanhelptheknowledgeofgrammartobepresentedinasystematicway,andthisformhasbeenenjoyedbystudents.Ifmindmappingisappliedtotheteachingofcompositionandlistening,isitmoreeffective?Inthefutureresearch,theauthorwillstudyandinvestigatethisquestion.Thirdly,duetotheshortageoftime,intermsoftheapplicationofmindmap,theauthormainlyusesthehand-paintedmindmappingmethodratherthanthecomputer５３ indrawingmindmaps.Inthefutureteachingresearch,theauthorwillexplaintothestudentshowtousecomputersoftwaretodrawmindmaps,sothatstudentscanmastermorelearningmethodsandstrategies,andpromotethecontinuousimprovementoflearning.５４ 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APPENDIXAppendixOne(AquestionnaireaboutthelearningofEnglishgrammarinhighschool)附录1:关于在高中英语语法学习情况的调查问卷同学们好:该调查问卷不记名，主要调查同学们对英语语法教学的看法和意见,了解同学们在英语语法中所遇到的困难，目的是为了进一步改进英语语法教学，使英语教学更为高质实效，不会给您带来任何不便之处。问卷不存在标准答案，请大家根据自己的实际情况选择适合的选项，并把它填在相应的括号内。谢谢支持!第一部分:学生对语法学习的重要性认知度1、你认为在高中英语学习中语法是重要的一部分。()A、非常赞同B、赞同C、一般D、完全不赞同2.你认为英语成绩很不错的人，最主要得益于()A、好的语感B、扎实的语法C、广泛的阅读D、大量的词汇3、你认为语法知识对英语其他方面的学习有帮助。()A、非常赞同B、赞同C、一般D、完全不赞同第二部分:高中课堂语法教学的主要方式满意度4、你班上的语法课上总是老师讲得多，学生回答少。()A、非常赞同B、赞同C、一般D、完全不赞同5、你的老师是如何教授语法的?()A、详细讲解B、简单讲解C、不做任何讲解D、不清楚6、你觉得老师讲授语法知识的方式是有趣且有效的。()A、非常赞同B、赞同C、一般D、完全不同意7、你的老师主要采用()方法进行语法知识的讲授。A、口头讲解加以笔记B、创设真实的语言情境进行学习C、运用各种图片、表格等D、要求学生自行观察并归纳第三部分:学生学习语法过程中存在的难度8、你认为学习英语最难的就是语法。()５９ A、非常赞同B、赞同C、一般D、完全不赞同9、你喜欢学习语法。()A、非常赞同B、赞同C、一般D、完全不赞同10、你对自己的语法水平满意且自信。()A、非常赞同B、赞同C、一般D、完全不赞同11、你总是花很多时间在语法学习上。()A、非常赞同B、赞同C、一般D、完全不赞同12、你总是能在英语语法课上认真学习。()A、非常赞同B、赞同C、一般D、完全不赞同13、你是如何在课外巩固所学的语法知识的?()A、整理课堂笔记并大量做题B、自行归纳语法规则并运用C、强记语法规则并做题D、没有进行巩固14、你能运用所学的语法进行正确的英语交际和书面表达等。()A、非常赞同B、赞同C、一般D、完全不赞同第四部分:对思维导图的认知度15、你了解思维导图。()A、非常赞同B、赞同C、一般D、完全不赞６０ AppendixTwo附录2思维导图在高中英语语法教学中的应用调查问卷同学好:参与思维导图与语法知识相结合的课程之后，你一定有很多想法，为了更好地了解你们的态度和观点，帮助教师进行教学方法的改进，我们设计了此调查问卷。此问卷不记名，无标准答案，完全不会影响你的学习成绩，请选择最符合自己实际情况的选项。非常感谢!学校:班级:性别:1.在教师使用思维导图辅助语法教学之前，你对思维导图的了解是:()A非常熟悉B比较熟悉C一般D不熟悉2.你喜欢这种教学形式吗?()A非常喜欢B比较喜欢C一般D不喜欢3.与之前的英语语法教学方式相比较，你更喜欢那种?()A之前的学习方式B现在的学习方式C无所谓D都不喜欢4.思维导图提高了我对语法学习的兴趣。()A非常同意B比较同意C中立D不同意5.画思维导图增加了我的课业负担。()A非常同意B比较同意C中立D不同意6.你觉得画思维导图容易吗?()A非常容易B比较容易C一般D困难7.你喜欢自己绘制还是别人画好的思维导图?()A自己绘制B别人画好的C无所谓8.思维导图让你的语法知识更系统吗?()A非常系统B比较系统C一般D不系统9.思维导图有助于我的语法学习。()A非常同意B比较同意C中立D不同意10.思维导图有助于我在做题时对所学知识的提取和应用。()A非常同意B比较同意C中立D不同意６１ 11.你希望老师继续使用思维导图进行语法的讲解吗?()A非常希望B比较希望C一般D不希望12.你希望老师使用思维导图对其他知识(单词，阅读等)进行讲解吗?()A非常希望B比较希望C一般D不希望13.你平时学习语法会使用思维导图吗?()A经常用B偶尔用C一般D不用14.你对语法知识进行汇总,会使用思维导图吗?()A经常用B偶尔用C一般D不用15.当有新知识时，你会补充到已有的思维导图吗?()A经常补充B偶尔补充C一般D不补充16.用思维导图学习语法后，你的主要收获是什么?17.你觉得英语语法导图有哪些不足的地方，有什么建议吗?６２ AppendixThreeInterviewquestions(teacher)访谈问题(教师)一、实验前访谈问题问题一:您平时是如何讲解语法知识的?问题二:您感觉学生对语法学习的兴趣高吗?问题三:您在平时讲解语法中有没有想办法提高学生的兴趣?问题四:您听说过思维导图吗?使用过思维导图进行语法知识的讲解吗?问题五:如果有新的方法来尝试改变学生在语法学习中的兴趣，您愿意尝试吗?二、实验后访谈问题问题一:您觉得思维导图应用于语法教学提高了学生对于语法学习的兴趣吗?问题二:您今后会使用思维导图进行语法教学吗?问题三:您能对我的教学提出一些建议，帮助我更加进步吗?６３ AppendixFourPre-testvolume.前测试卷６４ ６５ ６６ AppendixFivePost-testvolume.后测试卷６７ ６８ ６９ TheAppendixSixPre-posttestresult前后测成绩控制班实验班学号前测后测前测后测1878784862888977803757680824788086885707188896828372747888774798898976819818065701089906771116466788012828368721374757281147981858915686987921683847580176367768118656983851983846571207578889021677183862267697481237173747824798172762589906871268180707527717670742874736270297879757030636185893171768284327572627033737585883478797982356064697436757270733763616974７０ 3883828083397473707440717278804162636972427271737643616369704474736271457576767746747265654785869294７１ TheAppendixSevenTheshowofthestudentsdrawsofthemindmaps学生绘制思维导图展示７２ ７３ ACKNOWLEDGEMENTSIwouldliketotakethisopportunitytoexpressmysinceregratitudetothefollowingpeoplewhohavehelpedmecompletethisdissertation.Myspecialgratitudegoestoalltheteacherswhohavetaughtmeandtomycolleaguesandfriendswhohavehelpedme.Itisyoursupportandhelpthatenablemetosuccessfullycompletemythree-yearpostgraduatestudyandhavetheopportunitytosuccessfullycompletemygraduationthesishere.Iparticularlywanttothankmysupervisor,professorCaoShanke,whotaughtmenotonlyalotofknowledge,butalsotaughtmehowtobeaman,hisserious,rigorous,knowledgeableandintelligentpersonalitywillhaveaprofoundinfluenceonmyfutureteachingandlife.Inmygraduationthesis,hegavemealotofvaluableadviceandguidanceaboutthearticletopic,opening,thethesiswriting,modifying,andfinalized,allofwhicharefullofhishardeffortsandsweat.WhenIhadproblemswithmythesiswriting,professorCaoalwayspatientlyandcarefullyexplainedandencouragedmetopersevereinthefaceofdifficulties,whosecareandhelpmademefeelfatherlywarmth.MythanksalsogotoProfessorMaoYuqing,Inherlessons,sheexplainedtherelevantknowledgeofmindmapping,whichmademeveryinterestedinitandbeganmyresearchonmindmapping.ThanksfortheschoolIamworking,theleadersofDantuseniorhighschoolinZhenjiangcityhasgivenmetheopportunitytocontinuetolearnandimprovemyself,andIamgratefultoallthecolleaguesandstudentsfortheirsupportandhelpinthisresearch.Mycolleaguesgavemealotofguidanceandadviceduringthedesignoftheexperiment.Itistheactivecooperationwiththestudentsintheexperimentalprocess,seriousfinishingmyallassignment,aquestionnaireandhonestlycooperationwithmethatletmegetareliableexperimentaldata,whichprovidesapowerfuldatasupporttomywriting,layingasolidfoundationfortheconstructionofpaper.７４ Furthermore,I’mgratefultomyfamilyandfriends,Itisyourconcern,understandingandsupportthatIhavetheconfidenceandcouragetocontinuelearninginmyforties,Carryingoutexperimentsandresearch,realizingmyidealandgoal,lettingmegohigherandfartherontheroadofteachingresearch.Thankstomyclassmates,wehaveSharedthejoysandsorrowstogether,werushedZhejiangfromJiangsuprovinceforthreeyears,experiencedthescorchingheatandthecoldwintertogether,andwehavemadeprogressandgrowthtogether,yearsofbeingwithyou,fullandhappy.Mayourfriendshiplastforever!Lastbutnotleast,Iamindebtedtoallthesourcesmentioned.７５