【作者】 李晶；

【导师】 吴驰；

【作者基本信息】 湖南师范大学 ， 学科教学（英语）（专业学位）， 2021， 硕士

【摘要】 语法学习一直是初中生英语学习的难点,帮助学生跨越语法学习的障碍,激发学生学习语法的兴趣,是教师们不断研究新型语法教学法的动力和目标。在此基础上,很多新颖的教学方法被教师们运用,其中将思维导图运用于英语语法教学就是其中一种。经过国内外文献的梳理,作者发现思维导图在我国英语教学中运用广泛,尤其是在词汇、阅读以及写作方面。但是将思维导图运用于语法教学的研究多以理论研究为主,缺少实践论证。因此,本文结合理论知识和教学实践,以思维导图在英语语法教学中的实践应用为切入点,探讨思维导图对初中生英语语法学习能力的影响。基于“建构主义学习理论”、“图示”和“知识可视化”理论,本文旨在研究运用思维导图进行语法教学对初中生英语语法学习能力的影响。采用实证研究方法,对福建省泉州市一所普通初中初一年级的两个同层次班级开展实验研究。在实验班运用思维导图进行语法教学,在对照班运用传统教学法进行语法教学,开展为期一个学期的教学实验,旨在研究以下两个问题:(1)思维导图如何影响初中生英语语法学习兴趣?(2)思维导图如何影响初中生英语语法学习能力?教学实践表明,学生的学习兴趣会影响学生的学习能力,因此本文主要研究思维导图对初中生英语语法学习兴趣以及学习能力的影响。通过对教学前后的实验数据分析,本文发现:(1)运用思维导图进行语法教学可以提高初中生英语语法学习兴趣。它能够营造轻松的课堂氛围和有效提升初中生英语语法学习兴趣。(2)运用思维导图进行语法教学可以提高初中生英语语法学习能力。思维导图可以将复杂的知识系统化,可以为学生提供直观、清晰的知识从而加深学生对知识的理解,可以让学生在短时间内掌握大量的知识,从而有效提高学生的英语语法学习能力。在初中英语语法教学中,教师可以使用新的教学方法,教师可以运用思维导图来帮助学生掌握系统的语法知识,从而不断提高学生的语法学习能力,同时要确保学生在学习过程中的主体地位。众所周知,教师是管理者,组织者,评估者等,而学生是课堂的主体,因此教师要提供更多的机会使学生可以积极的参与到课堂中。由于一些客观原因,本文实验对象及实验工具数量不够充足、实验时长只有一学期,相对较短,因此本研究还存在不足。但本文对改变初中英语语法教学及后续相关研究提供了实践参考。更多还原

【Abstract】 Grammar learning has always been an obstacle for junior high school students to learn.Therefore,the teachers studied new grammar teaching methods to help students solve the problem and stimulate their grammar learning interest.More and more new teaching methods had been applied in English teaching and mind map was one of them.After reviewing the researches on using mind map to teach English at home and abroad,the writer found that mind map was widely used to teach English in China,especially in vocabulary,reading and writing.But there were few empirical studies of using mind map to teach grammar.Therefore,this thesis,combining theoretical knowledge and teaching practice,took the application of mind map to teach English grammar as the starting point to study the effects of the mind map on junior high school students’ grammar learning ability.Based on the theories of “Constructivism Learning”,“Schema” and“Knowledge visualization”,this thesis aimed to study the effects of the mind map on junior high school students’ grammar learning ability.In this thesis two classes in Grade 7 were chosen from a junior high school in Quanzhou City,Fujian Province as the research subjects.The teacher used the mind map to teach English grammar in the experimental class and the traditional method was applied to teach in the control class.The experiment lasted for 3 months and it aimed to study the following two questions:(1)How does the mind map affect junior high school students’ grammar learning interest?(2)How does the mind map affect junior high school students’ grammar learning ability? Teaching practice showed that students’ learning interest would affect students’ learning ability,so this thesis mainly studied the influence of mind map on junior high school students’ English grammar learning interest and ability.Through the analysis of the experimental data,this thesis found that:(1)Using the mind map to teach English grammar could improve junior high school students’ grammar learning interest.Using the mind map to teach could create relaxing atmosphere and effectively enhance junior high school students’ interest in English grammar learning.(2)Using the mind map to teach English grammar could improve junior high school students’ grammar learning ability.Mind map could make the complex knowledge systematic and provide students with intuitive and clear knowledge.This helped students have a deep understanding of knowledge and enabled students to master it in a short time.So the students’ grammar learning ability could be improved.The teachers can use the new teaching method to teach English grammar in junior high school,teachers can use the mind map to help students master English,so as to improve their grammar learning ability and we should ensure that the students are the subjects in class.As we all know,the teachers are controllers,organizers,assessors and so on.But the subjects of the class are the students.So the teacher should provide more opportunities for students to participate in the class actively.The number of the experimental subjects and tools in this thesis was not sufficient because of some objective reasons.The experiment time was only one semester,which was relatively short.Therefore,this thesis still had some limitations.However,this thesis provided practical reference for changing the methods of English grammar teaching and the further studies.更多还原