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應用思維導圖于高中英語閱讀教學中的有效性研究

  • 發布日期:2018-10-07
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本文是一篇碩士英語論文,英語專業學生主要學習英語語言、文學,英美等英語國家歷史、政治、經濟、外交、社會文化等方面基本理論和基本知識,受到英語聽、說、讀、寫、譯等方面的良好的技巧訓練,掌握一定的科研方法,具有從事翻譯、研究、教學、管理工作的業務水平及較好的素質與能力。(以上內容來自百度百科)今天為大家推薦一篇碩士英語論文,供大家參考。
 
Chapter 1 Introduction
 
1.1 Research Background
When it comes to English teaching, we will immediately think of the teaching ofthe basic English knowledge, and the cultivation of several basic skills---listening,speaking, reading and writing. Among them, reading is a comprehensive skill and isthe main way to increase students’ knowledge and to obtain information. The score ofreading is 40 in the college entrance examination English test, it occupies a largerproportion, so cultivating students’ reading ability is particularly important in seniorhigh school English teaching. The Ordinary High School English CurriculumStandard points out: On the basis of the further development of students’comprehensive language using ability, high school English curriculum should focuson improving students’ abilities to obtain information, process information as well asanalyze and solve problems, especially improving students’ ability to think andexpress by using English. (Cheng Xiaotang, 2004:4) The standard also points out thatreading is student’s individualized behavior, and the teacher’s analysis cannot replacethe students’ reading practice. Students should deepen their understanding andexperience in active thinking and emotional activities. Teachers should treasurestudents’ unique feeling, experience and understanding. (Li Zhengshuan,2004:107-108) However, although our country attaches great importance to Englishreading teaching for a long time, scholars also carry out extensive research andreformation and make a lot of experiments and explorations, the current high schoolEnglish reading teaching still exist many drawbacks.
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1.2 Research Significance
 
1.2.1 Theoretical Significance
Through this research, the author wants to apply mind mapping as tools toEnglish reading teaching in senior high school. The purpose is to investigate theavailability of using mind mapping in English reading teaching and to offer differentmethods for English reading teaching in senior high school. At the same time, itmakes some supplement for the study about using the mind mapping as tools inEnglish reading teaching at home. This study attempts to provide some basic data forthe use of mind mapping and provide some references for the implementation of newcurriculum reform in senior high school. Therefore, the study has theoreticaloperational significance.
 
1.2.2 Practical Significance
This study is an experimental study that apply mind mapping as tools to Englishreading teaching, which mainly explores the feasibility of using mind mapping in thesenior high school English reading teaching. The study plays a positive role to break the traditional model of English reading teaching and is to solves related problems inteaching reading. The author attempts to improve the situation of English readingteaching through teaching practice and to encourage teachers to try different teachingmethods, and finally, to get better teaching quality and effect. As for teachers, mindmapping is helpful for them to construct a systematic knowledge network and designclear teaching process. Meanwhile, this study attempts to provide teacher with aneffective teaching method to help them establish a vivid and interactive classroomteaching environment. As for students, this study attempts to develop students’divergent thinking, arouse their interest in reading and improve their readingstrategies. Eventually, the students will be able to read English articles independentlyand actively. It is not difficult to find that the study provides a valid method for seniorhigh school teachers and students in English reading teaching and learning. Therefore,to some degree, the study has its practical significance.
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Chapter 2 Literature Review
 
2.1 The Related Research of Mind Mapping
In the early 1960s, British scholar Tony Buzan put forward the concept of radiantthinking and mind mapping. Mind mapping is also called mental map. It is a kind ofgraphics technology that organizes and represents divergent thinking. Mind mappingstarts with a central point; each relevant keywords or image can be a node of thecenter or a subcenter, and these nodes around the center theme to free diffusion,combination and connection; finally, it forms an ordered tree. The whole graph iscombined in the form of an endless chain of branches radiating from the center orreturning to a central point. (Xu Haijing, 2016:7) Mind mapping is a kind of effectivemethod to use brain divergent thinking and displays the cognitive structure byvisualization. Mind mapping is composed of themes, nodes, wires, images and colors.It uses text, images, colors, and different symbols to show the way of thinking, anddevelops the left and right brain. It can transform some piecemeal and unconnectedinformation into the easy memory, related and colorful pictures, which is the same asthe thinking process of the brain to deal with things. (Xu Haijing, 2016:7)The mind map has the following basic characteristics: firstly, the core theme isclearly centered in the central position of the figure; secondly, the branchinginformation is the main part of the central theme, which spreads from the center toradiation; thirdly, branches are displayed by some key graphics or keywords and areplaced on the branches. Those less important topics are also expressed in the form ofbranches and attach to the higher branches; fourth, the branches form a joint structure,and the mind map is in the form of a tree structure; at last, all mind maps use colors,lines, images, words and symbols to facilitate the learners to think, understand andmemorize. 
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2.2 The Theoretical Basis of Mind Mapping
Sperry, an American bio-psychologist, points out that the left and right brainhave distinct thinking ability. The left side of the brain mainly controls the right sideof the human body, which is called “literal brain” and “rational brain”. It mainly dealswith abstract information such as words and numbers, and it has strong logical andrational thinking ability. The left brain transforms the abstract information into theform of language and then expresses the language. The right brain mainly controls theleft side of the human body, which known as the “image brain”. It mainly identifiesimages, colors and so on, and it focuses on dealing with imaginary, intuitive andmulti-sensory images, which has strong perceptual and intuitive processing ability. Itis the center of image thinking. The right brain can turn specific information intoimages and creatively express these images and finally think and memorize theknowledge that has been transformed into image. (Li Guogui, 2017:51) It has anirreplaceable function of the left brain. Through the above introduction, weunderstand that the brain is the material basis of thinking. In the subject teaching, ifwe can start with the physiological function of the brain and focus on the functiondevelopment of brain, which will have a profound influence on education teaching (LiGuogui, 2017:51). In fact, the mind map can fully utilize the functions of the left and right brain and can use the rules of memory, reading and thinking to unlock theinfinite potential of the brain. The mind map uses a variety of curves to connect thekey words and the corresponding figures together. It is a brain map that reflects thelinks between key words. The process of making mind map is the process that expressthe interrelated text information of the mind through pictures. It is the process that theright brain converts words into images. Therefore, the drawing of mind mapping caneffectively stimulate the right brain to play a role, to reduce the burden of left brainand to accelerate the internalization of text information so as to achieve long-termmemory effect. (Min Jie, 2017:9) The use of mind mapping conforms to the naturalway of thinking of the human brain. It can also help the coordinated development ofthe left and right brain and let the students give full play to the potential of the twohemispheres in the process of learning and memory, so as to enhance the effect ofmemory and learning. (Tony Bozan, 2009)
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Chapter 3 Research Design...........20
3.1 Research Purpose and Research Questions ....20
3.2 Participants....20
3.3 Research Methods.............21
3.3.1 Literature Research Method ........21
3.3.2 Action Research Method .............21
3.3.3 Questionnaire Survey.........22
3.4 The Process of Experiment.........22
3.5 Data Collection .......27
Chapter 4 Result and Analysis......28
4.1 The Analysis of Pre-test Results...........28
4.2 The Analysis of Post-test Results .........29
4.3 The Analysis on the Results of Questionnaire Survey .......32
Chapter 5 Conclusion..........37
5.1 Major Findings........37
5.2 Implication of the Study .............38
5.3 Limitations of the Study .............40
5.4 Suggestions for the Future Research ....40
 
Chapter 4 Result and Analysis
 
4.1 The Analysis of Pre-test Results
This part mainly applies independent sample T test to the pre-test results of theexperimental class and control class. The purpose is to test whether the two class arehomogenous at the beginning of the experiment, so as to determine if the two classesare suitable as experimental samples.From the above table, we can see the results of the pre-test of the two classes areas follows:1) From table 4.1.1, we can find the average score in the experimental class is23.65, and the average score of control class is 23.56. The average score of theexperimental class is higher than the control class, but the difference between theaverage scores is only 0.09.2) From table 4.1.2, we can know that the Sig value of F was 0.304, which isgreater than 0.05, so the F-value does not reach the significant level, and the varianceis homogeneous. the Sig value is 0.916, it is greater than 0.05, so there is also nosignificant difference.According to the above data analysis, it is not difficult to find that there is nosignificant difference between the experimental class and the control class, whichindicates that the two classes are equivalent in English reading comprehension at thebeginning of the experiment.
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Conclusion
 
This chapter will analyze and summarize the major findings, the implication andthe limitations of the study, and finally point out the suggestions for the futureresearch.The author has used mind mapping to the high school English reading teachingfor 15 weeks. Through analyzing and summarizing the two questionnaire surveys andthe results of reading test at the beginning and the end of the experiment, the authordraws the conclusion that the use of mind mapping can promote high school Englishreading teaching. On the basis of reflection on research and data, this study finds thefollowing findings:Firstly, this study shows that the application of mind mapping in senior highschool English reading teaching can significantly enhance students’ interest in Englishreading. This study conducts a comprehensive tracking to the whole experimentprocess. By processing and analyzing the data of questionnaire survey before andafter the experiment, the author discovers that the students’ reading interest inexperimental class is improved obviously at the end of the experiment, and they alsobecome more active when they participate in the reading activities in class. Using themind map in English reading classroom, students can not only be attracted by theunique and colorful image of mind mapping, but also can give full play to their talents,which let their brain associate freely. From the class, the author finds that the studentsdare to break through the routine, make bold creation and promote divergent thinking.At the same time, the interaction between teachers and students has been greatlyimproved by group discussion.
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