思维导图在中学词汇教学中的应用Mind Map in Senior High School English Vocabulary Teaching开题报告

1. 研究目的与意义（文献综述）

under the background of economic globalization, moreand more countries attach great importance to english and it has become animportant communicative tool. however, there exists numerous problems in domesticsenior middle school vocabulary teaching such as inflexible teaching methods,logically incoherent word lists, etc. many students memorize vocabulary only byrote and it is universal that some of them find english vocabulary hard to bearin mind, spell correctly, and apply in appropriate contexts. mind map is avisual and graphical tool which can help establish the conceptual connectionsbetween words so as to promote students’ ability.

tony buzan (1998), a british psychologist, firstproposed the definition of mind map in the 1960s. he pointed out that mindmapping is the concrete manifestation of people's natural thinking. when people take notes, they can usemind map to improve the efficiency and improve their memory ability. thisallows people to enjoy the process of thinking. gentry wakefield (1993) believed that mind mapping is areflection of people's cognitive functions. in the process of daily study orwork, people can store and extract relevant information through mind mapping. mindmapping is also widely used in various disciplines. lewis, c. astrid, b. (2003)discussed the effectiveness and possibility of applying mind map to theteaching of specific subjects in mindmapping as a tool in mathematics education. the results show that studentscan make their thoughts clearer by using mind maps. conole weller (2008)conducted relevant research in the university of leeds. the results show thatusing mind maps can help teachers achieve teaching goals more efficiently. alma,p. n. (2015) pointed out that mind mapping can effectively help studentsmemorize and process vocabulary or grammatical structures. in this way,students can improve the efficiency of memorizing words.

2. 研究的基本内容与方案

this paper proposes an innovative lesson planbased on mind map theory and uses text analysis to discover respective characteristics of traditional method andmind map method in senior high school vocabulary teaching through specificexamples. basically this paper consists of five parts concretely shown in thefollowing:

chapter one introduction. thebeginning of this paper illustrates the study background of english vocabularylearning and teaching in senior high school and roughly introduces thedefinition and major types of mind map. then it introduces the significance ofpurpose of this paper to explicate why the author attempts to conduct thisstudy. in the end of this part, the structure of this paper is expounded.

3. 研究计划与安排

before 4th january: settlement of the title

before 28th february submissionof the outline

before 29th april: submissionof the first draft

4. 参考文献（12篇以上）

[1] buzan, t. the mind map book[m]. london: cambridgeuniversity press, 1998.

[2] chomsky, n. language and mind[m]. new york:harcourt brace jovanovich, 1968.

[3] schunk, d, h. learning theories: an educationalperspective[m]. boston: ma: pearson, 2016, 3(7).236 -239.