思维导图在词汇教学(17)

思维导图在初中英语词汇教学中的作用

6 Some questions should be cared about the application of mind mapping

First, there are the differences between modes of students' thoughts. Different ways of thinking lead to students to draw different shapes. Therefore, the teacher should give different guides according to different students' learning style (Joseph D. Novak& D B. Gowin, 1984:15). So the students can improve the ability of thinking on the basis of the development of their vocabulary ability.

Second, the differences of students drawing maps need to be adjusted. Because the mind mapping and the traditional text messages have the different orders and patterns. So students will draw maps seeming to be chaotic at first, but the difference is bigger. Therefore, the teacher should avoid asking for a simple standard and teach students to learn outcomes of the mind mapping to display the form of group, and then take a variety of forms such as self-evaluation, mutual evaluation by listing different problems. Then, the teachers ask the students to modify or redraw mind mapping, and reflect on learning contents.

Third, monitor the effect of students' memory. Student's memory styles also have very big differences. Some students don’t have the strong ability of memory. They are lacking in memory about the purpose of things. Their ability of short-term memory is poor so as to forget quickly. To solve the problem, teachers should aim to this problem to monitor the effect of student's study. They can collect the feedback of information or tests which can be used to evaluate the efficiency of the student's study to find the deficiency of the teaching in time.

7. Conclusion

Mind mapping is an effective learning tool in technological information teaching. It is applied to the memory of English words. This can be said to be a very meaningful strategy implementation. The adoption of this method can effectively relieve the students’ significant pressure in the process of the mechanical memorizing words

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