第一篇：思維導(dǎo)圖在小學(xué)英語中的應(yīng)用

關(guān)于思維導(dǎo)圖在小學(xué)英語課堂教學(xué)中的運(yùn)用探究 摘要：本文分析了思維導(dǎo)圖作為教學(xué)工具在小學(xué)英語課堂教學(xué)中應(yīng)用的優(yōu)勢(shì)，并結(jié)合一線課題指導(dǎo)實(shí)踐，通過具體的教學(xué)案例探討了思維導(dǎo)圖在復(fù)習(xí)導(dǎo)入、單詞學(xué)習(xí)、協(xié)作交流、話題作文、快速閱讀、課堂內(nèi)容復(fù)習(xí)等教學(xué)環(huán)節(jié)的操作方法，試圖探尋出一條有效開展小學(xué)英語課堂教學(xué)的實(shí)踐之路。

關(guān)鍵詞：思維導(dǎo)圖；小學(xué)英語；教學(xué)工具；應(yīng)用

Abstract: this paper analyzes the mind mapping as a teaching tool applied in the primary school English classroom teaching advantages, combined with the subject line to guide practice, through the concrete teaching case a mind map is discussed in the review import, word study, collaboration, communication, topic composition, rapid reading review teaching links such as teaching contents, operation methods, trying to find an effective way for primary school English classroom teaching practice.Key words: mind map;Primary school English;The teaching tool;application Introduction “primary school English new curriculum standard” explicitly pointed out that, teachers should make full use of modern education technology, using computer and multimedia teaching software, explore new teaching mode, improve students study way, improve the learning effect.But how to integrate information technology really effectively integrate elementary school English classroom teaching, improve the efficiency and quality of classroom teaching, is an important topic of the current primary school English teaching research.Literature analysis shows that there are more about mind mapping in the university, high school and junior high school English study, but its study in primary school English level is obviously inadequate.Innovation experiment leap-forward development for the author and the “basic education” program of experiment teachers in the use of mind mapping to promote the primary school English classroom teaching has carried on the continuous exploration, trying to find an effective way for primary school English classroom teaching practice.A, mind mapping profile Mind mapping is a British psychologist Tony Bezen(Tony Buzen)is put forward.He think: radioactive thinking is a kind of new, on the basis of the brain, a senior form of thinking, and a mind map is the natural expression of radioactive thinking form.[11 it is based on the hierarchy and classification of information organization, embarks from the central theme through specific association branch.Branch is identified by an key words or graphics, and make full use of the change of the colors and fonts to radial thought processes and results into visualization tools.“21 mind mapping is the core idea is to use the left brain logic functions, such as words, Numbers, and at the same time using the right color, images, symbols, the function such as spatial awareness, thinking traces with pictures and line form the structure of the divergent, thus the image thinking and abstract thinking very well together.Only use your brain to think about their own language problem can stimulate the brain to the greatest extent of Lenovo and creativity.Compared with manual drawing method, mind mapping tool software has various forms of expression, easy to modify, can use multimedia form, and many other advantages.Commonly used mind mapping tools have Mind Map Editor, Mind Manager, Inspiration Free Mind, Mind Genius, Kid aspiration etc, including Kid aspiration is tailored specifically for children learning, it's in the interface design and graphic library content give full consideration to the cognitive characteristics of children.And equipped with voice prompt in English, is suitable for students learning English.Second, analysis of the advantages of mind mapping as a teaching tool 1.Highlight the key and effective mnemonic, improve the learning efficiency on the one hand, the learners' mind maps mainly focus on the key knowledge points, do not need to waste time on those irrelevant content.Thus save valuable learning time.A mind map, on the other hand, through effective organization and the establishment of the conceptual framework of conceptual meaning to become a powerful mnemonic tools.2.Improve the students' information processing way, to establish reasonable knowledge network, thus promoting the integration of old and new knowledge, improve students thinking ability in the process of construct the mind map, the increase of mind mapping node or the changes of concept structure embodies the information of learners personalized, active T and build process knowledge.The recessive knowledge be made explicit in the brain, mind maps to the visual characteristics of the current new knowledge content orientation and guidance, make the learners see the connection between the old and new knowledge, and found in the substantial contact with old knowledge assimilation and absorption of the current fixation point of new knowledge, thus helping to promote the integration of old and new knowledge structure.New knowledge internalization and thinking ability of ascension.3.Create a meaningful learning environment, the realization of collaborative learning real-time interactive two-way words ”(that is, verbal communication)is sufficient and necessary conditions“ to achieve the listening and speaking skills, foreign language teaching must be ”for the center with verbal communication.Create meaningful situation.Collaborate communication is an essential part of English class teaching link.Mind mapping is built around a central theme branch, present language communication situation, guide the student to carry on the divergent thinking, make students not only have words to say.And know where to start.Therefore, the teacher can use a mind map provides the dialogue between teachers and students or multiply the framework of the dialogue, also can try to let the student through the desk mate, group cooperation, mutual inspiration, creative mind map and performances.Develop the students' ability of collaborative communication.4.Improve the ability of comprehensive information, Lenovo and creative, is beneficial to the development of the creative mind map to the wisdom of all kinds of scattered, views achieve mastery through a comprehensive study to become a system, such as allowing students to free association, not like a traditional education, the demands from concept to the concept of “l(fā)inear thinking”.But according to the structure of the brain thinking for radioactive ”mesh thinking”.It is greatly stimulated the students' imagination and creativity.5.Encourage students to form a system of learning and thinking habits, met cognitive skills we know that met cognition is the cognition of cognition, specifically is learners' consciousness of his own cognitive process.Is based on their cognitive processing strategies used in efficacy of continuous monitoring for selection, evaluation and correction abilities of cognitive strategies.Mind mapping can help improve the met cognitive learning skills, such as taking notes, understand the text and organize the composition, preparing for the examination, etc Three, case description While the content of the 6 a Unit 3 Interesting Holidays in language expression is not lively, and the paper length is longer, caused difficulties to students understand and grasp the article content, but each article basic are on holiday in a Unit of time, the special significance, food, symbols, activities and so on several aspects.If teachers guide students with the help of mind mapping, around the holiday time, special significance, and several aspects, such as food, symbols, activity, extract the main body of the article, through level can make descriptive text clear line and color become no longer dry, effectively reduce the students' reading comprehension difficulties.1 to 6 a Unit 3 as an example, the text about Halloween, the main of the lesson teaching process is as follows:(1)Teachers using PPT to present Halloween related pictures, activate the students mind related background knowledge and life experience.(2)the teacher to ask questions, read around problems.Questions as follows: When is Halloween? According to the is Halloween, special? What kind of holiday is Halloween? What 's the symbol of Halloween? At the same time, the teacher write on the blackboard keywords associated with the above problems, such as Halloween, the When, according to the Special, Symbol, etc., these words just constitutes the central theme of this class mind mapping and first level.(3)Students through independent reading from the text to find the answer to that question.Teachers according to students' answer the relevant key words written on the blackboard, gradually rich mind mapping branch.(4)Students watch about Halloween Flash animation, image, intuitive understanding of the Halloween, master the ghost and witch the significance of these two words.(5)through the animation intuitive perception after Halloween, the students read the text again, try to answer this question: What do people do on Halloween? Students' independent reading the text and communication within the team, and then to report the feedback in the class.Teachers will students answer key words written on the blackboard, complete the mind map details about Halloween activities in the branches.(6)the problem, through physical teachers guide, help students to understand the jackthe background and significance of the lantern;And then let the students read the text in the jackthe method of making the lantern;Then students according to their own understanding of PPT courseware 4 describe the production steps of sentence order;Teachers according to the student record production steps of key words on the blackboard, such as: cut the top off, carve a face, clean out the seeds, put a based inside and light it.(7)students complete the text after reading tasks, teachers will connect the contents of the blackboard with colored chalk, completion of this class of mind mapping(see figure 1).Then, teachers guide students according to the mind map, with the help of the keywords try to describe the Halloween.Figure 1(8)before the end of this lesson, the teacher guides the student to observe blackboard writing content, understand the method of making the mind map in the process of reading, and talking about holiday topic might involve content;Finally, the teacher to the students with the courseware rendered using Mind Manager software to make a mind map, to introduce students to the software and the use of simple method, suggest students to try.2.On Halloween, the learning process of a class, the students in the teacher's demonstration and explanation based on have a preliminary understanding on mind mapping.The second passage in this unit of Thanksgiving lesson study, teachers guide students to independent mind map drawing, straightening out the article context.The following is the author in two classes have two class teaching situation.(1)The first class teaching situation(1)At the beginning of class, the teacher guides the student to review through question-and-answer activity associated with Halloween content, and according to the student's answer will be the main content of the Halloween present in the form of a mind map on the blackboard.Then, students refer to teacher blackboard writing, according to their own understanding of the text, finishing their Halloween, mind mapping, and on the basis of repeat or recite the text.Most students in blackboard writing, according to your own logical mind maps clearly to retell the text, but has the certain difficulty to recite.(2)Teachers will mind map on the blackboard of Halloween, the term replacement for Thanksgiving, Thanksgiving and teaching words;Then, the students read the text of Thanksgiving, reference Halloween, mind mapping, will own a preliminary understanding of the text structure and content in the form of a mind map display.In the process of students' reading and drawing, inspect the class teachers, and to give guidance to the individual who have difficulty.In order to reduce the difficulty of learning, the teacher in the blackboard writing has kept the general framework of the mind map, but you can prompt students innovation or improvement.Because this is the first time the student independent draw a mind map after reading an article, time consuming, nearly half of the students can't complete.Some students content understanding and structure analysis of difficulties, cannot be accurately in the mind map to use keywords.(3)Use of images, physical objects, such as multimedia courseware to help students learn the new words, to solve the mind map content understanding in the process of production is difficult, for the next class repeat clears the language barrier.(4)Homework, class students to finish their mind map and be perfected.Listen to the tape and read the text after home, next time related resources of their own mind map about Thanksgiving.(2)For the adjustment of the first class teaching process and teaching effect 10 minutes of break time using the class recess, the author of the first class to reflect on the teaching conditions, teaching steps in the next class to do the appropriate adjustment.In the review stage of the teaching, considering the time factor, the teacher not to let the students finish their Halloween, mind mapping, and just stay in the oral review level, the effect not beautiful.After adjustment, the teacher first through the mind map, blackboard writing, present Halloween reference mind mapping, and then students try to retell or recite Halloween related content, this adjustment will help students understand mind mapping in understanding, analysis, and the auxiliary function of memory, the text, etc.From after the adjustment of classroom teaching practice, the change to save some time, but the review retelling of the link is more, make the time slightly nervous of behind.After a preliminary reading for the text of Thanksgiving, nearly half of the students failed to complete the mind map, nearly one third of the students can begin to try to retell it.(3)The second class teaching situation(1)at the beginning of class, I let the students take out their own drawing in the last lesson Thanksgiving mind mapping, voluntary under the physical projection display, and refer to Thanksgiving of the related contents of introduction of mind mapping.Out the author's expectation, student reaction to this activity is cold, only 2 ~ 3 students to actively participate in.Thankfully, only participate in the display of three students work better, and can repeat the full text, the other students to express their appreciation and surprised they show the work.According to the reaction of the students, the author has carried on the reflection after class, the analysis is probably the most students to the text also is not very familiar with, can't read or don't say the individual words in the text, so can't show in the class.(2)the author to student A's works as an example, to explain in detail the method of making the mind map, and organize the students in the class again within the scope of full text analysis in the form of questions and answers, and blackboard writing to present this lesson mind mapping framework, especially improve the Symbol introduced in Turkey part of physical characteristics.Figure 2 for the students in the first class hour finishing the first draft of A:

Figure 2(3)Students continue to improve their mind map, and from the text involves three parts of a part of the practice narrative refer to make your own mind map.Activities of the steps as follows: exercise itselfteacher checks.Assignments, students are consciously to participate in the text, study and improve their mind map, or two people sharing, or teachers, please check.Nearly four 5 of the students can complete the mind map, and can refer to the main content of mind mapping to retell the text.The author found some problems in student activities.For example, some students way of thinking of problems in the mind map.There are two main reasons why: one is the method of making the students to mind mapping also does not very understand, the second is students can't clearly analysis the structure of the text., as most students retelling is in accordance with order to recite the text, mainly because the students understanding of meaning and purpose of mind map production is not clear, can't really make good use of it.The author also observed that nearly one 5 of the students still can't complete the mind map, there may be three reasons: one is the part of students knowledge base is weak, the second is they don't read the text, the third is they don't make a mind map.(4)Students after-school practice independently, and then in the kernel of the whole class the answer.(5)Homework.The homework of this class include two parts: one is to listen to the tape to read the text;2 it is to continue to sorting, perfect the mind map about Thanksgiving, and according to the mind map to retell the text.Figure 3 is A student.A modified mind maps:

Figure 3(4)Adjustment of the second class teaching process and teaching effect After 10 minutes, the author is of the same teaching content in the second class and conducted a classroom teaching practice, teaching methods and steps with the first class is roughly same, aiming at the problems appeared in the process of the first class teaching quickly made a reflection, and the appropriate adjustments.Through reflection and analysis found that the first class in the review phase cool response may be the cause of the students are not familiar with the text, may also can't read also can't say the word, and due to fear of error can't show in the class.In the second class teaching, the author to lead the students to read the text first 1 ~ 2 times, to help students fully familiar with the text content, vocabulary barrier for subsequent repeat activities;Then, review the last lesson content, both teachers and students and teachers on the blackboard writing from the central theme of Thanksgiving mind mapping and backbone.From the point of the effect of classroom practice, increase the reading part, after the student participation in the subsequent activities and completion are better than the first class.Four, enlightenment and thinking Does the mind mapping in the reading teaching how to use? Is given priority to with students' autonomous learning in the new teaching, or arrange part use review after class? The subsequent four passage in this unit and the second semester, another about the festival of unit teaching, to continue the practice of mind mapping and research, found some proper use mind mapping to improve the effectiveness of the method in reading teaching.1.In the reading much longer and more new words, complex structure and hierarchical, or not too clear, first by the teacher presents the mind map, full text summary to introduce the effect, help students to understand the articles;Then, according to the central theme and the main questions, students with questions part, hierarchical reading, highlight the focus and attention to detail, to deepen understanding;After reading, can let students sharing and communication within the team, at this time the teacher use mind maps to present the answer in the multimedia courseware of keywords, help students combing knowledge;Finally, the teacher guides the student according to clew to retell the text content of mind mapping.Considering the class time is limited, and the length and difficulty of the text, teachers can encourage students to choose their interested in part to retell or description.2.The length is moderate, less words, structure and clear text reading teaching, the level of the learning process mainly for students' independent reading and making a mind map is given priority to.In this process, the teachers only play the role of inspiration and help.Activities should include three levels:(1)Reading preparation In order to help students smoothly and accurately understand the text, and draw out of mind mapping, the teacher should be around in front of the students to read the previous lessons or the content of the same topic, assisted by a mind map to review, again, to help students familiar with finishing and draw the text basic ideas and methods of the mind map.(2)And exchanges, deepen understanding Students according to their own understanding of the text after the mind map of production activities, namely the fight in the class to share and exchange activities.In this activity, the teacher can help students deepen understanding, adjust the mind mapping framework and structure, and complete the main knowledge teaching.These activities can be: teacher questions, students according to their own mind mapping vie to answer first and complementary;Students according to their own mind mapping is put forward and the text related problem, other students answer.In order to increase the fun, all of these activities can be used in a team competition.(3)To review the consolidated, and language output Students according to their own mind map to retell the text, you can repeat the full text, can repeat fragment, according to their ability and interest in retelling.Five, the conclusion In English reading teaching in the elementary school higher grades using mind mapping can stimulate students' interest in learning, to improve the students' comprehension, summary, analysis and finishing ability and memory, and repeat ability has significant help, in the development of students' thinking and improve the classroom efficiency at the same time.At present, the application of mind map in the primary school English teaching is not common, there are many difficulties, but if can adhere to the practice and research, constantly changing the methods of teaching the use of mind mapping, mind map will be promising in English reading teaching in the elementary school higher grades.

第二篇：思維導(dǎo)圖在英語閱讀教學(xué)中的應(yīng)用

將思維導(dǎo)圖和拼圖閱讀法應(yīng)用于英語閱讀教學(xué)中

基礎(chǔ)教育階段英語課程的目標(biāo)是培養(yǎng)學(xué)生綜合運(yùn)用語言的能力。其中培養(yǎng)閱讀能力和口頭表達(dá)能力，是中學(xué)英語教學(xué)的重中之重，是培養(yǎng)學(xué)生綜合運(yùn)用英語能力的主要內(nèi)容。然而在傳統(tǒng)英語教學(xué)中長(zhǎng)期存在著“重知識(shí)講授，輕能力培養(yǎng)”的現(xiàn)象，經(jīng)常是教師“獨(dú)霸課堂”，而學(xué)生則成為被動(dòng)的課堂配角。這樣的課堂上學(xué)生缺乏生生互動(dòng)，很大程度上影響了學(xué)生的積極性和主動(dòng)性的培養(yǎng)，難以達(dá)到發(fā)展學(xué)生語言閱讀能力的目的。如何改變這一教學(xué)劣勢(shì)呢？

可喜的是在新一輪的教學(xué)改革中，小組合作學(xué)習(xí)成為了主旋律。它不僅強(qiáng)調(diào)學(xué)生是學(xué)習(xí)和發(fā)展的主體，而且也強(qiáng)調(diào)了學(xué)生學(xué)習(xí)方式的變化，符合《英語課程標(biāo)準(zhǔn)》的“倡導(dǎo)學(xué)生主動(dòng)參與、合作、交流與探究等多種學(xué)習(xí)活動(dòng)，改進(jìn)學(xué)習(xí)方式，促進(jìn)學(xué)生互相學(xué)習(xí)，互相幫助，體驗(yàn)集體榮譽(yù)感和成就感，使學(xué)生真正成為學(xué)習(xí)的主人”的要求。

為了充分發(fā)揮合作課堂的優(yōu)勢(shì)，教師在實(shí)際教學(xué)中要精心設(shè)計(jì)實(shí)際教學(xué)活動(dòng)，力求把學(xué)生的“交往活動(dòng)”即“合作學(xué)習(xí)”融入到語言學(xué)習(xí)活動(dòng)中。Mind Map 教學(xué)法和Jigsaw-reading教學(xué)法就是實(shí)施合作學(xué)習(xí)的一個(gè)好途徑。

思維導(dǎo)圖（Mind Map）是放射性思維的表達(dá)方式，以直觀形象的圖示建立起各個(gè)概念之間的聯(lián)系，把枯燥、零碎的信息變成容易記憶的、有高度組織性的圖，利用記憶、閱讀、思維的規(guī)律，實(shí)現(xiàn)左右腦的協(xié)調(diào)發(fā)展，幫助人們改善思維，提高學(xué)習(xí)效率。應(yīng)用思維導(dǎo)圖開展英語閱讀教學(xué)，有利于激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣；有利于培養(yǎng)學(xué)生觀察、記憶、思維、想象的能力，培養(yǎng)他們的發(fā)散思維與邏輯思維，激發(fā)學(xué)生的思維潛能，形成一定的綜合語言運(yùn)用能力，提高課堂教學(xué)效率。由于閱讀的前提條件是激活學(xué)生已有的語言知識(shí)和文化背景知識(shí)，通過思維導(dǎo)圖討論，引導(dǎo)學(xué)生調(diào)用已有的認(rèn)知圖式，進(jìn)行復(fù)習(xí)，更充分全面地激活舊知識(shí)，分類已有的知識(shí)，為新知做好鋪墊。我在閱讀教學(xué)中有效地利用了思維導(dǎo)圖，來引導(dǎo)學(xué)生在閱讀時(shí)理清思路。幫助學(xué)生在關(guān)鍵詞之間產(chǎn)生清晰的聯(lián)想，了解了自己的思維過程，從而發(fā)展了聯(lián)想思維的能力，為文本的理解充分地進(jìn)行鋪墊，引導(dǎo)學(xué)生使用思維導(dǎo)圖，羅列相應(yīng)的語言框架，幫助學(xué)生理清了思路。在思維導(dǎo)圖的幫助下，學(xué)生很容易理解文章。因此，英語閱讀教學(xué)中，教師要充分利用思維導(dǎo)圖發(fā)展學(xué)生的閱讀思維。

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Jigsaw Reading 從字面上講可以譯為“拼圖閱讀”，專業(yè)上又把它譯為“互補(bǔ)式閱讀”,是一種合作學(xué)習(xí)的活動(dòng)模式。這種合作學(xué)習(xí)的起源最早可追溯到1971年美國(guó)，是加州大學(xué)Aronson教授與同事共同研發(fā)而成。其操作原理是：將學(xué)生們分成小組，再將閱讀材料分成幾個(gè)部分，每個(gè)小組成員獨(dú)立完成自己負(fù)責(zé)的一個(gè)部分，然后與來自其他小組負(fù)責(zé)同一內(nèi)容的成員組成專家組（expert group）共同討論學(xué)習(xí)，最后回到自己的小組（home group），把自己的學(xué)習(xí)收獲教授給小組成員。小組內(nèi)每個(gè)成員負(fù)責(zé)一段教材的教學(xué)活動(dòng)，通過相互教授和討論，使全組人員得以學(xué)習(xí)整篇文章的內(nèi)容。在Aronson的基礎(chǔ)上，Slavin進(jìn)行了進(jìn)一步的改進(jìn)，用小組成員的提高分來計(jì)算小組的得分，讓小組的每一個(gè)成員都收獲成就感。這種教學(xué)方法與傳統(tǒng)的師生互動(dòng)或一個(gè)學(xué)生對(duì)全體學(xué)生的交流模式相比，優(yōu)勢(shì)是互動(dòng)面更廣、效率更高。

合作學(xué)習(xí)中學(xué)生合作的源動(dòng)力是什么呢?是信息差。所謂信息差就是人們對(duì)事物或人了解、知曉的程度存在著差距。人與人之間進(jìn)行談話交流,是因?yàn)檎勗掚p方之間有了信息差,彼此都想了解對(duì)方的信息,才產(chǎn)生了交流的愿望和想法。英語教學(xué)也一樣,要想讓學(xué)生運(yùn)用英語進(jìn)行有意義的交流,就必須在雙方或多方之間制造信息差,他們想從對(duì)方了解到有關(guān)信息,他們才會(huì)產(chǎn)生用英語交流的動(dòng)機(jī),從而為合作學(xué)習(xí)奠定基礎(chǔ),才能達(dá)到運(yùn)用語言的目的。Jigsaw Reading教學(xué)法就充分的利用了信息差，激勵(lì)所有學(xué)生主動(dòng)學(xué)習(xí)——每個(gè)組員通過專家組學(xué)習(xí)掌握了“獨(dú)家”資料，為了獲得全篇文章的信息，必須用英語與組員交流探討，從而得到自己需要的信息。這樣可以在最短的時(shí)間內(nèi)充分調(diào)動(dòng)每一個(gè)學(xué)生參與到閱讀和口語學(xué)習(xí)過程中，所有Jigsaw Reading 教學(xué)法是一個(gè)把英語閱讀教學(xué)和口語教學(xué)相結(jié)合的好方法。

第三篇：小學(xué)英語課堂教學(xué)中思維導(dǎo)圖的應(yīng)用

《小學(xué)英語課堂教學(xué)中思維導(dǎo)圖的應(yīng)用》

一、問題的提出：

思維導(dǎo)圖是由英國(guó)心理學(xué)家托尼·巴贊于20世紀(jì)60年代提出的一種放射性思維的自然表達(dá)形式。它要求注意的焦點(diǎn)清晰地集中在中央圖像上；主題作為主干，分支從中央圖像向四周放射；分支由一個(gè)關(guān)鍵圖像或相關(guān)線條上的關(guān)鍵詞構(gòu)成，比較不重要的話題也以分支形式表現(xiàn)出來，附在較高層次的分支上；各分支形成一個(gè)相互連接的節(jié)點(diǎn)結(jié)構(gòu)。它是將枯燥、單調(diào)的文字信息，以多彩的顏色、圖形、代碼、符號(hào)等多種元素形象化表征出來，激發(fā)聯(lián)想，擴(kuò)展想象，將放射狀思維過程和結(jié)果變?yōu)榭梢暬墓ぞ?。以思維導(dǎo)圖為載體，探索在小學(xué)英語課堂教學(xué)中創(chuàng)造新的教學(xué)方法，設(shè)計(jì)創(chuàng)新的思維導(dǎo)圖式的詞匯教學(xué)、語篇教學(xué)模式，幫助師生掌握正確有效的學(xué)習(xí)方法策略，促進(jìn)教學(xué)效率，提高教學(xué)質(zhì)量，并能更好、更快的實(shí)現(xiàn)新課標(biāo)目標(biāo)。為此，我針對(duì)我校英語課堂的教學(xué)提出“小學(xué)英語課堂教學(xué)中思維導(dǎo)圖應(yīng)用的研究”這一問題，旨在通過前瞻的思維導(dǎo)圖理論指引課堂、改革英語課堂教學(xué)，不斷提高課堂教學(xué)的效率。

二、研究對(duì)象及步驟:

研究對(duì)象：馬豐小學(xué)402、601、602班學(xué)生 研究步驟：

本課題研究時(shí)間預(yù)期為半年。（2013年12月—2014年6月）1．準(zhǔn)備階段（2013.12）：申報(bào)課題，確定研究思路，搜集有關(guān)資料，進(jìn)行理論學(xué)習(xí)，起草研究方案。2．實(shí)施階段（2013.03-2014.06）：開展研究，積累過程性資料，不斷反思，定期進(jìn)行階段性總結(jié)，撰寫研究案例及研究論文。

3．總結(jié)階段（2014.06）：完善資料，撰寫結(jié)題報(bào)告。

三、研究過程與方法： 1.研究方法：

（1）理論學(xué)習(xí)法：深入學(xué)習(xí)思維導(dǎo)圖相關(guān)理論；并注意搜集與本課題有關(guān)的資料，通過查閱文獻(xiàn)、上網(wǎng)搜集等方式，盡可能占有較多的研究資料，領(lǐng)略其文章精髓。

（2）問卷調(diào)查法：通過問卷調(diào)查，了解學(xué)校英語課堂教學(xué)的現(xiàn)狀并分析其形成原因，不斷探究改革課堂教學(xué)的策略。

（3）行動(dòng)研究法：通過自身的教學(xué)實(shí)踐和同行教師的教學(xué)實(shí)踐來研究思維導(dǎo)圖在小學(xué)英語課堂中的運(yùn)用策略。

2.研究過程：

（1）第一階段：主要加強(qiáng)了自身理論素養(yǎng)的積淀，理清了思維導(dǎo)圖的精髓。思維導(dǎo)圖是放射性思維的表達(dá)方式，因此也是人類思維的自然功能。它是一種非常有用的圖形技術(shù)，是打開大腦潛能的萬用鑰匙。思維導(dǎo)圖可以用于生活的各個(gè)方面，其改進(jìn)后的學(xué)習(xí)能力和清晰的思維方式會(huì)改善人的行為表現(xiàn)”。形象地說，思維導(dǎo)圖就是圍繞一個(gè)中心主題，從中央主干向四周放射關(guān)聯(lián)的分支，并用關(guān)鍵詞或圖形對(duì)分支進(jìn)行標(biāo)識(shí)，再充分利用色彩和字體的變化將思維的過程和結(jié)果可視化。這一思維工具雖然看起來非常簡(jiǎn)單，但是作為一種學(xué)習(xí)策略，是符合人類大腦思維方式的，是一種使大腦的思維過程可視化的工具。思維導(dǎo)圖的核心就是把形象思維與抽象思維很好地結(jié)合起來，將你的思維痕跡用圖畫和線條形成發(fā)散性的結(jié)構(gòu)。

（2）第二階段：主要從利用思維導(dǎo)圖激發(fā)學(xué)生學(xué)習(xí)興趣以及思維導(dǎo)圖在詞匯教學(xué)等方面的運(yùn)用研究。

（3）第三階段：主要從利用思維導(dǎo)圖發(fā)展學(xué)生記憶力以及思維導(dǎo)圖在篇章教學(xué)等方面的運(yùn)用研究。

四、實(shí)施策略：

1.以思維導(dǎo)圖激發(fā)興趣

興趣是最好的老師,興趣對(duì)人的實(shí)踐活動(dòng)起著積極的作用,特別是對(duì)學(xué)生的學(xué)習(xí)起著推動(dòng)作用,是學(xué)生學(xué)習(xí)積極性中的一個(gè)最活躍、最積極的心理因素。思維導(dǎo)圖是兒童喜聞樂見的形式,與兒童的心態(tài)很接近,兒童對(duì)世間事物的天生夸張、取舍能力與漫畫的造型要求不謀而合。在教學(xué)過程中,思維導(dǎo)圖通過圖畫的方式引導(dǎo)思考,在表現(xiàn)形式上就可以吸引孩子的注意力。如在小學(xué)英語教學(xué)中,我們可將思維導(dǎo)圖運(yùn)用于單詞教學(xué),使呆板無聊的文字一下子“活”了起來,給學(xué)生一種近在眼前的“立體感”。思維導(dǎo)圖可以明顯改善學(xué)生對(duì)語言材料的感知,減少用漢語語言文字解釋英文詞匯的繁瑣,學(xué)生也可以脫離母語的依賴,而對(duì)所學(xué)單詞的詞義一目了然。

2.以思維導(dǎo)圖增強(qiáng)記憶

思維導(dǎo)圖將人類不同智能串聯(lián)起來,在不同智能之間形成有聯(lián)系的、可聯(lián)想的記憶鏈條,這讓孩子在記憶某些東西時(shí)很容易由此及彼產(chǎn)生聯(lián)想,其記憶效果遠(yuǎn)比死記硬背要好得多。在語言學(xué)習(xí)的輸出階段,信息提取扮演著一個(gè)非常重要的角色,它在很大程度上取決于信息儲(chǔ)存的形式及線索。提取線索與記憶痕跡越接近,提取便越有效。在這方面,思維導(dǎo)圖能夠起到絕佳的效果,因?yàn)橛盟鼌f(xié)助學(xué)習(xí)時(shí),圖中的關(guān)鍵詞、圖畫、連線等都為信息提取提供了很好的線索。這也加速了將語言知識(shí)內(nèi)化的過程,增大了自動(dòng)化輸出的機(jī)會(huì)。

3.以思維導(dǎo)圖提升能力

課堂上教師引導(dǎo)學(xué)生運(yùn)用自己學(xué)過的知識(shí)進(jìn)行話題作文，不僅有利于培養(yǎng)學(xué)生的語言表達(dá)能力（包括說和寫），而且有利于培養(yǎng)學(xué)生總結(jié)運(yùn)用知識(shí)點(diǎn)的能力。例如，就自己熟悉的話題“Introduce myself” 進(jìn)行課堂話題作文，可以的思維導(dǎo)圖進(jìn)行思考和描述，提高學(xué)生寫作技巧。思維導(dǎo)圖是圍繞一個(gè)中心將大腦中產(chǎn)生的思想以網(wǎng)狀圖形記錄下來的思維模式，英語寫作教學(xué)中運(yùn)用思維導(dǎo)圖可分以下五個(gè)步驟進(jìn)行，這種方法能有效地幫助學(xué)生提高寫作技巧，使其文章結(jié)構(gòu)更加清晰合理。（1）讓學(xué)生自己選定一個(gè)話題。（2）讓學(xué)生閉目一到二分鐘，圍繞話題自由想象，把相關(guān)要點(diǎn)記下來，英文不會(huì)寫的用中文代替。然后分小組討論，由小組拿出由集體修改后的思維導(dǎo)圖。（3）教師將學(xué)生作品抄在黑板上，學(xué)生進(jìn)一步修改；而不了解思維導(dǎo)圖原理的學(xué)生可獲得直觀的學(xué)習(xí)機(jī)會(huì)。（4）學(xué)生嘗試把思維導(dǎo)圖作一線性的連貫陳述，確定最佳陳述順序。（5）動(dòng)筆寫作。

五、研究成效：

（1）學(xué)生方面：通過此項(xiàng)課題研究，不斷激發(fā)了學(xué)生對(duì)英語學(xué)習(xí)的興趣，培養(yǎng)了學(xué)生自主學(xué)習(xí)及課堂積極思維的能力。教師引導(dǎo)學(xué)生通過畫思維導(dǎo)圖中畫圖的方式來表達(dá)信息，大大加深了學(xué)生對(duì)學(xué)習(xí)材料的深加工，進(jìn)而增強(qiáng)了學(xué)生將其納入長(zhǎng)期記憶的可能性。另一方面，畫圖過程中形成清晰的思維鏈條，促使學(xué)生總結(jié)運(yùn)用知識(shí)點(diǎn)的能力。本學(xué)期，10多名學(xué)生在縣小學(xué)英語知識(shí)競(jìng)賽中獲得一二等獎(jiǎng)，六年級(jí)學(xué)生的英語成績(jī)居縣同軌班級(jí)榜首。

（2）教師方面：通過此項(xiàng)課題研究，不斷提升了自身對(duì)思維導(dǎo)圖理論的理解，探究出了思維導(dǎo)圖在詞匯、篇章、作文等教學(xué)中的方法，不斷提高了課堂教學(xué)效率。在研究過程中，本人撰寫的《淺談思維導(dǎo)圖在小學(xué)英語課堂教學(xué)中的運(yùn)用》一文在如東縣小學(xué)“黃海潮”活動(dòng)中榮獲二等獎(jiǎng)。

六、研究問題與反思：

（1）問題：在研究過程中，我們發(fā)現(xiàn)由于部分學(xué)生自覺性差，故在思維導(dǎo)圖運(yùn)用中存在著低效現(xiàn)象，英語成績(jī)沒有明顯進(jìn)步。

（2）反思：針對(duì)這種現(xiàn)狀，作為一名英語老師應(yīng)該充分根據(jù)學(xué)生特點(diǎn)，不斷改革思維導(dǎo)圖的運(yùn)用方法，以此全面提升學(xué)生的英語成績(jī)。

第四篇：淺談思維導(dǎo)圖在小學(xué)英語教學(xué)中的應(yīng)用

淺談思維導(dǎo)圖在小學(xué)英語教學(xué)中的應(yīng)用

摘 要 思維導(dǎo)圖對(duì)于教師幫助學(xué)生學(xué)習(xí)英語是一個(gè)有效的嘗試。它能夠幫助教師將分散的知識(shí)點(diǎn)組合起來，相互聯(lián)結(jié)，形成網(wǎng)絡(luò)系統(tǒng)；它幫助學(xué)生從知識(shí)系統(tǒng)中發(fā)現(xiàn)規(guī)律，遵循規(guī)律進(jìn)行學(xué)習(xí)，從而形成有效的學(xué)習(xí)，提高英語學(xué)習(xí)的成績(jī)。思維導(dǎo)圖作為一種思維工具可以提高小學(xué)生的英語學(xué)習(xí)興趣、思維能力和英語綜合運(yùn)用能力。該文探討了思維導(dǎo)圖內(nèi)涵以及其在小學(xué)英語教學(xué)過程中的具體運(yùn)用。

關(guān)鍵詞 思維導(dǎo)圖 小學(xué)英語教學(xué) 應(yīng)用

中圖分類號(hào)：G623.31 文獻(xiàn)標(biāo)識(shí)碼：A

0引言

《小學(xué)英語新課程標(biāo)準(zhǔn)》明確指出： 教師要充分利用現(xiàn)代教育技術(shù)，利用計(jì)算機(jī)和多媒體教學(xué)軟件，探索新的教學(xué)模式，改進(jìn)學(xué)生學(xué)習(xí)方式，提高學(xué)習(xí)效果。但如何將信息技術(shù)真正有效地整合于小學(xué)英語課堂教學(xué)、提高課堂教學(xué)的效率和質(zhì)量，是目前小學(xué)英語教學(xué)研究的重要課題。文獻(xiàn)分析表明，目前已有?^多關(guān)于思維導(dǎo)圖在大學(xué)、高中和初中英語等方面的研究，但其在小學(xué)英語層面的研究卻明顯不足。筆者與“基礎(chǔ)教育跨越式發(fā)展創(chuàng)新試驗(yàn)”項(xiàng)目的部分試驗(yàn)教師在利用思維導(dǎo)圖促進(jìn)小學(xué)英語課堂教學(xué)方面進(jìn)行了持續(xù)性的探索，試圖探尋出一條有效開展小學(xué)英語課堂教學(xué)的實(shí)踐之路。

1思維導(dǎo)圖簡(jiǎn)介

思維導(dǎo)圖（Mind Manager）是英國(guó)學(xué)者Tony Buzan在1970年代初期創(chuàng)作的。它是一種將放射性思考（Radiant Thinking）具體化的方法。也就是說，思維導(dǎo)圖是一種記筆記的方法，它和以往記筆記的方法不同，是用圖形和文字的方式記錄的，并且思維導(dǎo)圖是一種頭腦風(fēng)暴式的、創(chuàng)新性的記錄方式，將以前以線性的純文字的記錄方式改為一種非線性的圖形加文字的記錄方式，既能節(jié)約時(shí)間，又能增強(qiáng)記憶的效率，還有利于創(chuàng)新能力的提高。

2思維導(dǎo)圖在小學(xué)英語教學(xué)中的實(shí)際應(yīng)用

2.1 在詞匯教學(xué)中運(yùn)用思維導(dǎo)圖

心理學(xué)家認(rèn)為，一個(gè)人是否能夠成功和他的詞匯儲(chǔ)備量和運(yùn)用詞匯的能力有著很大的聯(lián)系。一個(gè)人的詞匯量越大，語言能力就越強(qiáng)，從而在生活中越易成功。在小學(xué)生學(xué)習(xí)英語的過程中詞匯起著舉足輕重的作用，不僅僅表現(xiàn)在單詞中，對(duì)于文章的理解也起著很重要的作用。在小學(xué)英語教學(xué)中，教師可以采用思維導(dǎo)圖的形式把與主題相關(guān)的詞匯呈現(xiàn)給學(xué)生，這樣不僅有利于學(xué)生的理解，也有利于他們進(jìn)行自主學(xué)習(xí)，并提高學(xué)生的學(xué)習(xí)效率。

2.2在閱讀教學(xué)中運(yùn)用思維導(dǎo)圖

在小學(xué)英語教學(xué)過程中，通過應(yīng)用思維導(dǎo)圖，可以使學(xué)生對(duì)于英語知識(shí)記憶更加深刻，有效強(qiáng)化學(xué)生的理解。所以，這就需要教師應(yīng)該注重結(jié)合實(shí)際教學(xué)內(nèi)容，有效利用思維導(dǎo)圖開展教學(xué)。例如，在學(xué)習(xí)英語課文的時(shí)候，文章中往往會(huì)涉及多個(gè)物品和事情，通過應(yīng)用思維導(dǎo)圖，可以使學(xué)生對(duì)于文章的框架有所了解，對(duì)于文章中涉及的事物有更好的認(rèn)識(shí)。從而有效提高學(xué)生對(duì)于文章的理解能力，提高英語教學(xué)效率。

例如，在學(xué)習(xí)小學(xué)英語三年級(jí)下冊(cè)第四單元的《Doyou like pears》的時(shí)候，教師應(yīng)該利用思維導(dǎo)圖來幫助學(xué)生構(gòu)建文章的知識(shí)框架，使學(xué)生對(duì)于短文的內(nèi)容有更好的了解。文章主題是“Pears”，但是文章還涉及到了“Oranges”和“peaches”，教師可以通過三種水平構(gòu)建思維導(dǎo)圖，從而有效串聯(lián)起文章的發(fā)展脈絡(luò)。通過這樣的方式，學(xué)生對(duì)于短文涉及到的內(nèi)容會(huì)有更加準(zhǔn)確的理解。同時(shí)學(xué)生可以利用思維導(dǎo)圖構(gòu)建起自己大腦中的文章知識(shí)框架，從而更好地理解短文中的內(nèi)容，提高學(xué)生的綜合理解能力。

2.3在寫作教學(xué)中運(yùn)用思維導(dǎo)圖

英文寫作對(duì)于剛剛接觸寫作不久的小學(xué)生來說，難度是非常大的。眾所周知，寫作之前要有思路才能把文章寫好，而大多數(shù)小學(xué)生面對(duì)英文寫作沒有思路，或者思路不清晰，不知該如何下筆。針對(duì)這種情況，教師在寫作教學(xué)中巧妙地運(yùn)用思維導(dǎo)圖，引導(dǎo)學(xué)生學(xué)會(huì)使用思維導(dǎo)圖進(jìn)行寫作前的思路整理，指導(dǎo)學(xué)生如何構(gòu)思自己的文章，讓學(xué)生意識(shí)到一個(gè)話題可以有很多方面可寫。這樣就解決了學(xué)生不知道寫什么的問題以及如何寫的問題。教師可以利用思維導(dǎo)圖從集體構(gòu)思過渡到小組構(gòu)思，最后自己構(gòu)思。如果其寫作的思路明了，那么學(xué)生就會(huì)輕松地寫出自己的小作文，不但拓展學(xué)生的思維，還激發(fā)學(xué)生的學(xué)習(xí)興趣。并且如果能夠請(qǐng)學(xué)生在課堂上朗讀自己的作品，則能增強(qiáng)學(xué)生的信心，長(zhǎng)此下去，學(xué)生的學(xué)習(xí)能力也會(huì)提高。

3結(jié)論

思維導(dǎo)圖把枯燥的信息變得易于理解和記憶，不僅為課堂注入新鮮元素，提升教學(xué)趣味性和有效性，而且可以提高學(xué)生學(xué)習(xí)和思考的參與度，培養(yǎng)學(xué)生的邏輯思維能力和創(chuàng)新想象力，優(yōu)化學(xué)習(xí)策略，符合素質(zhì)教育的理念。思維導(dǎo)圖適合小學(xué)生的認(rèn)知能力和身心發(fā)展規(guī)律。實(shí)踐教學(xué)中，教師要根據(jù)不同的教學(xué)要求、內(nèi)容、學(xué)生水平和發(fā)展特點(diǎn)等，采用不同的教學(xué)方法，因材施教，綜合設(shè)計(jì)和利用多種思維導(dǎo)圖，循序漸進(jìn)地教學(xué)生進(jìn)行有效學(xué)習(xí)，讓學(xué)生在潛移默化中感受、體會(huì)、理解思維的過程，最終學(xué)以致用。

參考文獻(xiàn)

[1] 梁愛麗.淺談在小學(xué)英語教學(xué)中如何應(yīng)用思維導(dǎo)圖[J].新一代月刊，2017（08）.[2] 朱瑤海.淺析思維導(dǎo)圖在小學(xué)英語詞匯教學(xué)中的應(yīng)用[J].學(xué)生之友：小學(xué)版，2011（06）：52-52.

第五篇：思維導(dǎo)圖在小學(xué)英語教學(xué)中的一般應(yīng)用

思維導(dǎo)圖在小學(xué)英語教學(xué)中的一般應(yīng)用

（洪江區(qū)幸福路小學(xué) 張麗群）

摘要： 思維導(dǎo)圖是托尼.博贊于20世紀(jì)60年代提出的一種思維工具，其核心思想就是把形象思維與抽象思維很好地結(jié)合起來。在小學(xué)英語教學(xué)中巧妙運(yùn)用思維導(dǎo)圖，可以有效培養(yǎng)和激發(fā)學(xué)生學(xué)習(xí)英語的興趣，并可培養(yǎng)學(xué)生的能力提高教學(xué)的質(zhì)量。

關(guān)鍵詞：思維導(dǎo)圖 小學(xué)英語教學(xué)

Abstract: Mind map is a tool of thinking brought forward by Tony Bozan in 1960’s．Its core idea is to combine visual thinking with the abstract．Clever use of mind mapping in the teaching English of primary school，can effectively stimulate students interest in learning English，cultivate and stimulate students interest in learning，culture the ability of students，improve the quality of teaching.Key words: mind mapping ,teaching English of primary school

一、引言

思維導(dǎo)圖是英國(guó)學(xué)者托尼.博贊所創(chuàng)的一種整理思路的方法，和傳統(tǒng)的直線型記錄方法不同的是，思維導(dǎo)圖是以直觀形象的圖示建立起概念之間的聯(lián)系思維導(dǎo)圖最早被應(yīng)用于訓(xùn)練一群被認(rèn)為“失敗”的孩子們，但是就是這些曾被放棄的孩子們很快變成好學(xué)生。之后托尼.博贊開始?xì)w納總結(jié)他的研究成果，慢慢形成放射性思考和思維導(dǎo)圖的概念[1]。

二、思維導(dǎo)圖的定義

思維導(dǎo)圖是由英國(guó)心理學(xué)家托尼 ·博贊于20世紀(jì)60年代提出的。它是在層級(jí)和分類的信息組織基礎(chǔ)上，從中心主題通過特定的關(guān)聯(lián)展開分支，由關(guān)鍵詞或圖形標(biāo)識(shí)分支，并充分利用色彩和字體的變化將放射狀思維過程和結(jié)果變?yōu)榭梢暬墓ぞ?。思維導(dǎo)圖的核心思想就是把形象思維與抽象思維很好地結(jié)合起來，讓你的左右腦同時(shí)運(yùn)作，將你的思維痕跡用圖畫和線條形成發(fā)散性的結(jié)構(gòu)。我們的大腦神經(jīng)也是一個(gè)由中心向外發(fā)散的網(wǎng)狀的神經(jīng)元。而思維導(dǎo)圖的最初靈感也正是源于大腦神經(jīng)元，因此是大腦思維的真實(shí)體現(xiàn)。從表現(xiàn)形式上來看，思維導(dǎo)圖和大腦本身的思維方式是統(tǒng)一的，是一種利用大腦語言思維的模式，兩只有利用大腦自身的語言來思考闖題才能最大程度地激發(fā)大腦的聯(lián)想與創(chuàng)造力。比如，在繪制思維導(dǎo)圖的過程中它倡導(dǎo)使用不同顏色和線條。顏色和圖像能讓大腦興奮，顏色能夠給思維導(dǎo)圖增添跳躍感和生命力。與此同時(shí)，思維導(dǎo)圖中的中心圖像連接的不僅有主要分支，同時(shí)依次有二級(jí)分支以及三級(jí)分支，層次十分清晰。而由于大腦是通過聯(lián)想來思維的，這些連接起來的分支必然會(huì)使理解更容易,記憶量更大。

由于思維導(dǎo)圖是知識(shí)和思維過程的圖形化表征，是一種用圖表來組織、闡述、表達(dá)知識(shí)的工具，所以它能幫助學(xué)生梳理學(xué)習(xí)內(nèi)容，篩除雜亂信息。保留關(guān)鍵內(nèi)容。幫助學(xué)生把新知識(shí)納入或同化到原有的知識(shí)結(jié)構(gòu)中，加速知識(shí)獲得的過程；由于思維導(dǎo)圖具有重點(diǎn)突出、層次分明、聯(lián)想豐富的特點(diǎn)，它又是一個(gè)有力的助記工具，它將知識(shí)模塊化，引導(dǎo)記憶系統(tǒng)層次地、分段地組織信息，改變了以往機(jī)械記憶效果差，容易使學(xué)生感到疲勞的弊端，使學(xué)習(xí)內(nèi)容進(jìn)入學(xué)生的長(zhǎng)期記憶,達(dá)到不易忘記,容易提取的效果；由于思維導(dǎo)圖具有的發(fā)散性特征，能夠激活語言學(xué)習(xí)過程中探索、挖掘式的高級(jí)思維模式，鼓勵(lì)學(xué)生主動(dòng)學(xué)習(xí)、創(chuàng)造性學(xué)習(xí)、通過合作對(duì)話進(jìn)行學(xué)習(xí)，分享集體智慧，獲得愉悅的認(rèn)知體驗(yàn)。

三、思維導(dǎo)圖在小學(xué)英語教學(xué)中的一些運(yùn)用

在英語教學(xué)中，充分利用思維導(dǎo)圖，構(gòu)建知識(shí)網(wǎng)絡(luò)，能夠激發(fā)學(xué)生興趣，增強(qiáng)學(xué)生對(duì)英語學(xué)習(xí)的記憶，提高英語教學(xué)的有效性。思維導(dǎo)圖在英語課堂教學(xué)中，主要有以下幾方面的運(yùn)用：、在單詞復(fù)習(xí)課中運(yùn)用思維導(dǎo)圖

在小學(xué)生學(xué)習(xí)英語的過程中詞匯起著舉足輕重的作用，不僅僅表現(xiàn)在單詞中，對(duì)于文章的理解也起著很重要的作用[2]。小學(xué)英語教學(xué)中，教師可以采用思維導(dǎo)圖的形式把與主題相關(guān)的詞匯呈現(xiàn)給學(xué)生，這樣不僅有利于學(xué)生的理解，也有利于他們進(jìn)行自主學(xué)習(xí)，并提高學(xué)生的學(xué)習(xí)效率。下圖是關(guān)于“Food”這個(gè)單詞思維導(dǎo)圖的實(shí)例，通過發(fā)散思維及老師的引導(dǎo)讓學(xué)生聯(lián)想到更多的詞匯用于幫助學(xué)生記憶，擴(kuò)充學(xué)生的詞匯量，增強(qiáng)學(xué)生的語言能力。

Food

Vegetables

cabbage

carrot

Fruits

apple

mango

pear

orange

banana

strawberry

watermelon

grapes

Meat

chicken

beef

pork

fish

mutton

Drink

tea

coffee

milk

juice

2、在閱讀教學(xué)中運(yùn)用思維導(dǎo)圖

在英語閱讀中，學(xué)生和教師一起或者小組學(xué)生一起制作思維導(dǎo)圖，運(yùn)用思維導(dǎo)圖來進(jìn)行分析，可以使復(fù)雜的內(nèi)容變得清晰，從而能幫助學(xué)生更深刻地理解閱讀的內(nèi)容，也能夠更加容易地記住所讀材料。但是，首先教師要對(duì)學(xué)生進(jìn)行相應(yīng)的訓(xùn)練，包括找出段落的主旨句，概括段落的大意。找到主旨句之后，還要學(xué)會(huì)找句子中心詞，這樣繪制出來的思維導(dǎo)圖簡(jiǎn)明扼要。經(jīng)過一段時(shí)間的訓(xùn)練，大部分學(xué)生都能夠做得很好。長(zhǎng)此以往，學(xué)生從文章中捕獲信息的能力將大大提高，從而提高學(xué)生的閱讀能力。在小學(xué)英語的閱讀教學(xué)中，將重要的信息進(jìn)行組織整理，并用自己的語言將它轉(zhuǎn)換成思維導(dǎo)圖的形式，使概念之間形成體系和層次，這樣能幫助學(xué)生迅速把握文章的意思[3].例如“Dragon Boat Festival”這節(jié)課,教師可以理順文章的思路進(jìn)行巧妙的設(shè)計(jì)，就能讓學(xué)生對(duì)課文的內(nèi)容條理更加明確，方便學(xué)生記憶重點(diǎn)和熟悉課文，對(duì)理解課文的內(nèi)容有很大的幫助，能達(dá)到事半功倍的效果。教師就可以設(shè)計(jì)下圖所示的思維導(dǎo)圖來進(jìn)行教學(xué)。

Dragon boat festival

Eat

Rice dumpling

Fruits

Do

Watch the Dragon Boat Race

When

On the fifth day of the fifth lunar month

Reason

Remember the famous poet Qu Yuan

3、在寫作教學(xué)中運(yùn)用思維導(dǎo)圖

英文寫作對(duì)于剛剛接觸寫作不久的小學(xué)生來說，難度是非常大的。眾所周知，寫作之前要有思路才能把文章寫好，而大多數(shù)小學(xué)生面對(duì)英文寫作沒有思路，甚至完全不知道該如何下筆。針對(duì)這種情況，教師的任務(wù)就是要讓學(xué)生熟記課文中的每一個(gè)句型，要做要學(xué)一個(gè)就要牢牢的記住一個(gè)，才能才寫作中熟練的運(yùn)用已學(xué)的句型來進(jìn)行變換，成為自己的句子。教師可以利用思維導(dǎo)圖，對(duì)一個(gè)重點(diǎn)句型進(jìn)行反復(fù)強(qiáng)調(diào)，加深學(xué)生的映象，如果大腦中的句子多了，那么小學(xué)生也能輕松寫出自己的小作文，不但拓展了學(xué)生的思維，還激發(fā)了學(xué)生的學(xué)習(xí)興趣。并且如果能夠請(qǐng)學(xué)生在課堂上朗讀自己的作品，則能增強(qiáng)學(xué)生的信心，長(zhǎng)此下去學(xué)生的能力也會(huì)提高。例如 “go to somewhere by xx”句型就可以用下面的思維導(dǎo)圖來加深學(xué)生的映象。

Peter

summer camp

Anne

Jane

Dong dong Ling ling

by bus

by ship

by train

on foot train ship

by taxi ship

四、結(jié)束語

思維導(dǎo)圖它是一種和大腦思維在表現(xiàn)形式活言邏輯方面高度一致的思維方式。它還原了大腦思維的本來面目，從根本上帶來的是對(duì)傳統(tǒng)線性思維的突破、語言教學(xué)模式的策略性轉(zhuǎn)移。思維導(dǎo)圖“課堂型”教學(xué)模式能夠促進(jìn)學(xué)生發(fā)散思維能力的發(fā)展以及一種新的教學(xué)和學(xué)習(xí)策略的形成。作為一種思維工具，思維導(dǎo)圖有助于學(xué)習(xí)者將隱性知識(shí)顯性化，將言語信息圖像化，有助于將大量的信息分解成易于理解和記憶的“組塊”，幫助學(xué)習(xí)者系統(tǒng)地，有條理地思考學(xué)習(xí)材料，并以圖形的方式記錄下其思維過程，從而既達(dá)到了記得牢、不易忘、易提取的效果，也提高了學(xué)習(xí)者學(xué)習(xí)英語的興趣及自主學(xué)習(xí)的能力。由于這些因素在英語學(xué)習(xí)中的作用舉足輕重，這幾方面能力的提高也必將極大提高學(xué)習(xí)者的英語綜合水平。

參考文獻(xiàn)：

[1](英)托尼.巴贊． 思維導(dǎo)圖[M]．李斯，譯．北京：作家出版社，2000

[2]程曉堂，鄭敏．英語學(xué)習(xí)策略[M]．北京：外語教學(xué)與研究出版社，2002

[3]張慧子.思維導(dǎo)圖在小學(xué)英語教學(xué)中的應(yīng)用[J] 中國(guó)教育技術(shù)裝備,2010,01,03