PAGEPAGE9思維導圖在初中英語詞匯教學中的應用研究摘要：如我們所知，詞匯是英語學習最重要的基礎。然而，有一個問題困擾著許多學生和英語老師，那就是如何才能有效地學習和記憶單詞？在基礎教育階段，對于中學生的英語詞匯要求量遠遠多于對小學生的要求，這種情況會導致中學生失去在英語學習上的信心和興趣。中學階段是學生學習英語的重要階段，并且詞匯教學也是較為重要的一部分。本篇論文提出了一種名為思維導圖的教學工具來幫助學生更有效地進行詞匯學習并嘗試找到一種以此為基礎的在筆者教育實習期間，選擇了兩個學習水平能力和性別比例相近的七年級班級作為實驗對象，并進行了為期八周的實驗，筆者通過問卷調查，訪談和測試的實驗方法來進行實驗和收集數(shù)據(jù)資料，在分析實驗結果和數(shù)據(jù)的基礎上研究思維導圖在英語詞匯教學中的應用能否對學生的英語詞匯學習有較大的幫助。在分析問卷調查，訪談和測試結果后，總結如下：首先，思維導圖能夠有效地提升學生在記憶單詞中的效率和單詞拼寫的準確度以及詞匯量。同時，在英語教學中應用思維導圖能夠有助于提升學生的發(fā)散思維和聯(lián)想能力。第三，將思維導圖應用于課堂教學活動中能提高學生們的學習興趣并且能讓學生們更加注重于他們自身對于學習策略的培養(yǎng)?？偟膩碚f，思維導圖不僅激發(fā)了學生英語學習的興趣，而且提高了他們英語詞匯學習的能力。本論文的發(fā)現(xiàn)能一定程度上有助于改進現(xiàn)有的英語詞匯教學中的不足和豐富英語詞匯教學的方法。思維導圖在英語詞匯教學中的應用不僅能激發(fā)學生學習英語的興趣，也能豐富他們的學習策略。最后，筆者對思維導圖在英語教學中的應用和不足做了展望。關鍵詞：思維導圖；英語詞匯教學；初中；實驗Contents1.Introduction 11.1Researchbackground 11.2Purposeandsignificance 11.3Frameworkofthethesis 22.LiteratureReview 32.1Applicationofmindmapinteaching 32.1.1Researchstatusabroad 32.1.2ResearchstatusinChina 42.2ResearchstatusofEnglishvocabularyteaching 42.2.1Researchstatusabroad 42.2.2Researchstatusinchina 52.3Theorybasisofmindmap 53.ExperimentoftheResearch 73.1Theresearchproblems 73.2Theresearchobjects 73.3Theresearchmethods 73.4Theresearchprocess 84.Findings 104.1Theinterviewfindings 104.2Theanalysisofthequestionnaire 114.3Examinationfindings 135.Conclusion 155.1Theconclusionoftheresearch 155.2Thelimitationoftheresearch 15Bibliography 171.IntroductionIntheintroductionpart,itincludesthreeparts.Theyareresearchbackground,purposeandsignificanceandframeworkofthethesis.1.1ResearchBackgroundWiththedevelopmentofeconomicglobalization,scienceandtechnology,thecommunicationandcooperationamongpeoplehavebecomemorefrequentandcloser,peopleneedacommonlanguagetocommunicatewitheachotherinmanyfields,suchastrade,financeandculture.Englishalwaysplaysasignificantroleintheglobalcommunication,becauseitisthemostwidelyusedlanguage.TheimportanceofEnglisheducationisobvious,andthisiswhyEnglishislistedasoneofthethreemajorsubjectsforstudents.AsforEnglishteaching,vocabularyisthemostimportantbasis,withoutgoodvocabularyteaching,studentscan’thavethedeeperstudyaboutEnglish.Buttherearealwaystwoquestionswhichconfusedusforalongtime.Asstudents,theproblemishowtounderstand,memorizeanduseEnglishvocabularyeffectively.Atthesametime,teachersneedtonotonlyteachtheknowledgeitselfbutalsogiveappropriatemethodandstrategyofstudytohelpstudentswithvocabularystudy.MindMapisaveryeffectiveandmodernteachingtool.1.2PurposeandsignificanceThepurposeofthethesis:Nowadays,themethodofEnglishvocabularyteachinginmiddleschoolissingle,studentsareconfusedabouthowtolearnthewordsefficiently.TheapplicationofmindmapinjuniormiddleschoolEnglishvocabularyteachingaimstofindabetterwayofwordteachingthanthetraditionalone.Ontheonehand,mindmapcanenrichthewaysofjuniormiddleschoolEnglishwordteaching.Ontheotherhand,teachersexpectitwillhelpstudentslearnthewordsmoreeffective,improvetheirstudyefficiencyandarousetheinterestsinEnglishvocabularystudy.First,itishelpfultodeepenthebasictheoreticalresearchofjuniorhighschoolEnglishvocabularyteachinganddeepentheunderstandingofmindmapandrelatedtheories.EspeciallyforEnglishteachers,theapplicationofmindmapinEnglishvocabularyteachingwillcontributetotheimprovementofEnglishvocabularyteachingbothinstrategiesandmethods.Second,theapplicationofmindmapinjuniorhighschoolEnglishvocabularyteachingcanenrichstudents’learningstrategiesandimprovetheirefficiencyinvocabularylearning.Third,usingmindmaptolearnvocabularyishelpfultocultivatestudents'creativities,divergentandlogicalthinking.Atthesametime,itcanalsoarousetheirinterestsinEnglishlearning.Thedrawingofmindmapisacreativeprocesswhichcaneffectivelyimprovestudents’creativitiesbydrawingwithwords,lines,picturesandcolorstogether.Also,theconnectionsofkeywords,topicandbranchesarehelpfultotheformationanddevelopmentofstudents'divergentthinkingandmemory.Finally,therichandcolorfulmindmapcanarousetheirinterestsinEnglishlearning,anditwillturnthetraditionalEnglishvocabularylearningmethodsintovividandinterestingways.1.3FrameworkofthethesisThethesisconsistsofsixparts.Firstly,theintroductionoftheresearchbackground,researchpurposeandsignificance,thestructureofthethesis.Next,theliteraturereviewpartmainlytalksabouttheresearchstatusofmindmappingabroadandathome,andtheapplicationofmindmapinteachingisespeciallyemphasized.Then,thethirdparttalksabouttheexperimentoftheresearch,includingtheresearchproblems,objects,methodsandprocess.Aftertheexperiment,itcomestothefindingsininterview,questionnaireandexamination.Finally,thelastpartmakestheconclusionandlimitationoftheresearch.2.LiteratureReviewIntheliteraturereviewpart,itincludesthreeparts.Theyareapplicationofmindmapinteaching,researchstatusofEnglishvocabularyteachingandtheorybasisofmindmap.2.1ApplicationofmindmapinteachingMindmapisalsocalledbrainfigure,brainstorming,conceptmap,treemap,branchesandsoon.ThefamouspsychologistTonyBuzansaid:Themindmapisamethodoftakingnotesorlearningstrategieswhichaimsatimprovingthemethodandefficiencyofstudyforstudents.Itisakindofimagethinkingtoolsandanauxiliarytoolwhichuseimagethinkingtoexpressthethought.Mindmapisbasedonclassifiedinformation.Itstartsfromthecentralsubjectorcorewords,andbranchesoutwithkeywords.Atthesametime,mindmapvisualizespeople'sthinkingprocesses，andresultswithpicturesandtextsbyusingthechangesofcolors,lines,codes.Mindmapcanpromotethedevelopmentofhumanbrainpotential,andhelptomakepeople'sthinkingmoreactiveandcreative.Theremarkablefeatureofmindmapisthatitdivergesfromacentralword,andthenradiatessecondaryviewsandconceptsfromthecorekeywords.Thecoreofthestimulatingconceptispresentedontheconnectinglinesintheformofkeywords.Intheapplicationofmindmapinteachingpart,itincludestwoparts.TheyareresearchstatusabroadandresearchstatusinChina.2.1.1ResearchstatusabroadBritisheducatorTonyBuzanisthefirstonewhocameupwiththemindmapintheearly1960s.Sofar,theapplicationofmindmapintheeducationabroadhasbeenquitemature,suchasSingapore,Japan,theUnitedKingdom,theUnitedStatesandothercountries'educationalinstitutionshavebeguntodoadeepresearchandexplorationonthistopic.MindmaphasbeenoneofthecompulsorysubjectsinprimaryandmiddleschoolsinBritainandSingapore.Mindmaphasbecomeapopularteachingtooltoimprovetheteachingefficiency.Abi-EL-Monahadacomparativeexperimentofmindmapandtraditionalnotetakingmethodstolearnscientificconceptsin62studentsingradeeight,theresultsshowthatmindmapismoreeffectiveinlearningscientificconcepts,anditismorehelpfulforstudentstounderstandandarousetheirinterestsinvocabularylearning.In2009,Zipp,MaherandD’AntonireferthemindmapastheMindMappingLearningTechnique,andtheyappliedittocultivatestudents'criticalthinkingabilities,whichishelpfulforstudentstoorganize,integratelearningcontenteffectively.In2007,RogerAndersoncomparedtraditionalteachingmethodsandtheapplicationofmindmapinteaching,hefoundthattheapplicationofmindmapcanimprovestudents'gradesmoreefficiently.Asasummary,itisfoundthatmindmapismainlyappliedinteachingdesign,anditisalsoagoodtoolandmethodtoimprovenotetakingandmemory.Therefore,thepotentialoftheapplicationofmindmapineducationandteachingareworthofexploring.2.1.2ResearchstatusinChinaComparedwithothercountries,theappearanceofmindmapisalittlebitlateinChina.Since1997,afterthereformofteaching,manyChinesescholarshavealsobeguntostudythemindmap,whichiswildlyappliedinChina,especiallyineducation.In2011,accordingtothestructuralcharacteristicsofvocabularyinCambridgechildren'sEnglishmaterials,MaHaiyantrainsstudentstodrawEnglishwordmindmaptohelpthemwithunderstandingandmemoryofvocabulary.In2014,JingYingselectedtwoparallelclassesinJinzhoujuniorhighschooltohavemindmapexperimentshavearesearchabouttheinfluenceofmindmapinvocabularyteaching.ItisobviousthatmindmapisalsowidelyusedinteachinginChina,andithascertainexplorationvalue,whichcanhelpteachingbetterandmoreeffectively.2.2ResearchstatusofEnglishvocabularyteachingIntheresearchstatusofEnglishvocabularyteachingpart,itincludestwoparts.TheyareresearchstatusabroadandresearchstatusinChina.2.2.1ResearchstatusabroadTheimportanceofvocabularyteachingwasnotrealizeduntil1980s,thenmanyscholarsbegantoexploreit.Inthisperiod,therewerealotofresearchesonvocabulary,includingvocabularyteachingandvocabularylearningstrategies.InasurveydidbyZimmermanin1997whichsummarizedseveralsignificantmethodsofvocabularyteaching:grammartranslationmethod,situationalmethod,directmethodandcommunicativemethod.(Zimmerman,1997)In2003,Nationsummedupthreemainvocabularyteachingstrategyinhisbook:guessingwordsbycontext,usingsomememoryskillsandbeingfamiliarwithwordformation.(Nation,2003)In2002,ScottThornbury’sHowtoTeachVocabularyandVirginiaFrenchAllen’sTechniquesinTeachingVocabularytoldushowtoteststudents’vocabularylevelsandhelpthemlearnvocabularyeffectively.(ScottThornbury,2002)Therefore,thediversityandeffectivenessofEnglishvocabularyteachingmethods,especiallythesituationalandwordformationmethodsareparticularlyimportant.2.2.2ResearchstatusinChinaComparedwiththerapiddevelopmentofforeignvocabularyteachingmethods,China’sisalittlebitslower.Butinrecentyears,theteachingmethodshavebeenalsograduallychangedfromtheorytopractice.In1998,WangWenyuexploredtherelationshipbetweenmemorystrategiesandstudents'wordcapacities,andshefurtherpointedoutthatvariousformsofmemorystrategiesshouldbeusedinvocabularylearning(WangWenyu,1998).In2001,HuangDongfangexploredtherelationshipbetweenpersonalinterestandmemory,andfinallysheintegratedmemorylevelsintovocabularyteachingdesignskillfully(HuangDongfang).In2005,ZhangYingQiuproposedtointroducemetalingualcognitivestrategytrainingintoforeignvocabularyteaching,andhadadiscussionabouttherelevantstepsandcontents(ZhangYingQiu,2005).Therefore,juniormiddleschoolEnglishteachersshouldpaymoreattentiontovocabularyteaching,especiallyintheteachingofwordmeaning.2.3TheorybasisofmindmapTheConceptofMindMap,Firstly,mindmapputsakeywordorthemeinthecenter,anditradiatestorelatedbrancheswhichislikethebranchesofatree.Also,mindmapfocusontheusageofwordandpictureswhengrowsthebranches,itcanpresenttheknowledgevividlytostudents,sothattheycanlearnmoreefficiently.AccordingtoTonyBuzan’sconceptofmindmap,themindmaphasthesemaincharacteristics:(1)Themindmapfocusesonthecentralwordsandexpandstonewbranches.(2)Thebranchisrelatedtothecenterandformslikeanet.(3)Thebranchconsistsofspecialwordsorthemeswhichcanbeemphasizedbyfigureorcolor,alsoitcangrowbranchtoanotherconnectedtheme.(4)Allofthebranchesaredevelopedfromtheexpansionoftheupperbranches,andeachbranchisconnected,finally,itcomestothestructurelikeatree.(TonyBuzan,1993)(5)Accordingtotheneed,extendeachbranchtomakeitmoreabundant.Theelementsandcomponentsofmindmapincludecentralwordorcentralmap,keywordsorlines,colorandgraphics.Mindmapdrawingmethodisverysimple,andthematerialsarenotcomplicatedlyrequired.Atthesametime,itschangeablelinesandbrightcolorsaddmuchfuntotheboringclassroom.Thestepsofmindmapdrawingincludefourparts,whichareaccordingtoteachingneeds;(1)Writethecentralwordinthemiddleofpaper.(2)Radiatebranchesfromthecentralword,andwritespecificwordorthemeinbranchwhichisconnectedtothecenter.(3)Addextendedinformationbyusingfiguresorsymbols.(4)Leaveblankwhiledrawing,soyoucanaddsomemoreinformationforcompletion,andtheprocessofdrawingisalsoatrainingofcreatingability.Ifyouthinkthehanddrawingprocessistime-consuming,thereismuchsoftwareofmindmapwhichcanbeusedforreference,suchasmindmanager,mindmapper,andx-mind.Above,thesearetheconcepts,characteristicsanddrawingprocessofmindmap.3.ExperimentoftheResearchIntheExperimentoftheResearchpart,itincludesfourparts.Theyaretheresearchproblems,theresearchobjects,theresearchmethodsandtheresearchprocess.3.1TheresearchproblemsAccordingtotheproblemsinEnglishvocabularyteaching,thecharacteristicsofmindmap,andreferringtotheobjectiverequirementsofthenewcurriculumstandardforjuniormiddleschool,theauthorintroducesmindmapintotheprocessofjuniorhighschoolEnglishvocabularyteaching.Inthispaper,aseriesofteachingactivitiesaredesignedtostudysuchteachingactivities.Thesequestionsareemphasizedintheresearch.(1)Canmindmapincreasejuniormiddleschoolstudents'Englishvocabularyandlearninginterests?(2)Howtousemindmaptoincreasethelevelofjuniormiddleschoolstudents'Englishvocabularyandlearninginterests?(3)WhatistheeffectofapplyingmindmaptoEnglishvocabularylearninginjuniormiddleschool?3.2TheresearchobjectsTheresearchbeginsintwoparallelclassesingradeseveninShuangLiuArtandSportsmiddleschool.Theexperimentlastsforeightweeks,fromOctober8toDecember8,2020.TherearesevenEnglishclassesarrangedeveryweek,andeachclassis45minutes.Classtwoofgradesevenwasselectedasthecontrolclassandcontinuedtousetheconventionalteachingmethod;classoneofgradesevenwastheexperimentalclass,bothoftheclassesweretaughtbytheauthorinEnglishvocabularyduringtheexperimenttoensurethecredibilityoftheresearch,andMs.Fuwilllistenandgivehelpwhennecessary.Thenumberofstudentsinthetwoclassesarethesame.Theagespanofstudentsisalsosmall,theyareinthe13-15-year-oldrange.AlthoughstudentshavebeenlearnedEnglishforyears,theystilllackofanefficientwayofmemorizingwords.Atthesametime,theyarealsolookingforwardtosomenewandefficientvocabularyteachingmethods.3.3TheresearchmethodsInterviewingwithteachersbeforetheexperiment,itincludesteachers'teachingmethodsofEnglishvocabulary,vocabularyhomework,vocabularydictation,vocabularyreview,teachers'understandingofmindmap,andtheirattitudetowardstheusageofmindmapinvocabularyteaching.Questionnaire,itincludesquestionnairebeforeandaftertheexperiment.Beforetheexperiment:ToknowaboutthebasicsituationofEnglishvocabularylearningofthestudentsintheexperimentalclassandthecontrolclass,knowaboutstudents’emotionalattitudes,learninghabits,vocabularymemorymethodsandlevels,andhowmuchdotheyknowaboutmindmap.Aftertheexperiment:Toknowaboutstudents’feelingsoflearningEnglishvocabularywithmindmap,whethertheylikemindmap,andwhethertheyhavemasteredthemethodofmemorizingvocabularywithmindmap.Mostimportant,whethertheirEnglishvocabularylearningandmemoryhabitshavebeenimproved.Examination.Duringtheexperiment,theexperimentalclassstudyvocabularywithmindmap,whilethecontrolclassusenormalvocabularyteachingmethod.Theauthorteachesthewordsandhelpstudentswithreviewofvocabularyinthetwoclasses.Theteachingcontentsarealmostthesamefortwoclassestoavoidtheinfluenceofirrelevantvariables.Attheendoftheexperiment,theexperimentalclassandthecontrolclassweregivenworddictationtestagain.Inordertofindoutwhetherthevocabularylevelandvocabularystudyeffectofexperimentalclassarebecomingbetterthanthecontrolclassafterusingmindmapwithwordstudy.3.4TheresearchprocessIntheearlystage:QuestionnairewasusedtoknowthesituationofEnglishvocabularylearningintheexperimentalclassandthecontrolclass.Interviewwithteachersabouttheirvocabularyteachingmethodandtoknowthestudents’vocabularylevelwiththesilentwritingtest.Then,theexperimentalclassstudentshaveaclassmeetingandaself-studyclasstolearnaboutthemindmap,includinghowtodrawmindmap,giveexamplesofmemorywordswithmindmapandguidestudentstocompletetheirownmindmapindependently,inordertoensurethatstudentsreallymasterthemindmapmemoryvocabularymethod,ifstudentsfindanyproblems,theauthorcanhelpwiththemintime.Theimplementoftheexperiment:theexperimentlastedforeightweeks,andtheteachingmaterialistheGoforitGradeseven.Inadditiontotheconventionalteachingofeachunit,theteacherwillgivestudentsoftwoclasseshalfaclasstimetomemorizewords.Fortheexperimentalclass,mindmapisusedtomemorizenewwords.Firstly,theteacherguidesthestudentstobrainstorm.Then,thestudentsdrawtheirownmindmapandworkingroupstodiscussabouttheirownmindmap.Finally,themindmappreparedbytheteacherwillbeshowedandstudentswillsharetheirmindmapsandimprovethembetter.Thecontrolclassstillmemorythewordsintheconventionalway.Theteacherleadsthestudentstopracticethepronunciationandspellingofthewords,thenthestudentsreviewandmemorythewordsbythemselves.Intheprocessoftheexperiment,theauthorwillgivethestudentsofthetwoclassesdictationafterthestudyofeachunit.Inordertocomparethelong-timememorychangesofthetwoclasses,thewordswhichhavelearnedbeforewillbeselectedandappearineachdictation.Attheendoftheexperiment,thetwoclassesweregivenanewworddictationtestaboutthewordsofsevenunits,andthestudentsintheexperimentalclassweregivenaquestionnaireonthelearningeffectofusingmindmaptomemorizevocabulary.Exampleofmindmapusing4.FindingsInthefindingspart,itincludesthreeparts.Theyareinterviewfindings,analysisofthequestionnaire,andexaminationfindings.4.1TheinterviewfindingsQuestionone:Ms.Fu,Howdoyouusuallyteachvocabulary?Couldyoupleasegivesomeexamples?Asforwordteaching,Ms.Fusaidthefocusesonstudents’pronunciationandspellingofwords.Atfirst,shewouldshowthewordsonthePPT,thenleadedthestudentstoreadthewordsindifferenttonesforthreetimesandchosesomeofthemtorepeat,iftherewawanymistakeinpronunciation,theteachershouldcorrectthemimmediately.However,shewon’tspendmuchtimeonwordteachingduringtheclass.Questiontwo:Doyouoftenintroducesomegoodlearningandmemorymethodstostudentsinclass?Ms.Fusaidsometimestheteacherstalkedaboutsomelearningandmemorymethods,butshehasn’temphasizedthemspecially.Forexample,thereweresomewaystomemorizewordseffectively,includingthememorybypronunciationandtheusageofpicturestodeepentheimpressionofwords.Questionthree:Howdoyouarrangethehomeworkafterteachingnewwords?Ms.Fusaiditwasusuallythewritinghomework,andsometimesitwasthelistofwordtest.Shewouldhavedictationforstudentstocheckthenextday.Questionfour:Intheprocessofwordreview,doyouaskstudentstosummarizethevocabularysystematically?Ms.Fusaid:Generally,studentswerenotrequiredtosummarizethemselves,butsometimesshewouldguidestudentstomakeasummaryabouttheusageofsomedifficultwordswhendoingexercises.Questionfive:Haveyouheardoforusedthemindmap?Ms.Fusaid:Shehadheardofit,buthadn’ttry.Thereweresometeachersintheschoolwhouseditinteaching,itseemedveryhelpful.Iftherewasachance,shealsowantedtoputthemindmapinteachingfortheimprovementofthequalityofteaching.Tosumup,itcanbeseenfromthefirstquestion:Atpresent,theEnglishvocabularyteachingmethodsofthetwoclassesarerelativelytraditional.Fromthesecondquestiontothefourthquestion,theauthorcanseethatteacherspaymuchattentiontopronunciationandspellingintheirdailyvocabularyteaching,andtheydon'tteachstudentslearningstrategiesspecially.Studentsneedtoworkhardtolearnandmemorizevocabulary.Atthesametime,itisdeterminedthatthepresentvocabularylearninglevelofthetwoclassesissimilar,andthereisnospecialtrainingclassforstudyskillsandstrategies.Fromthefifthquestion,itcanbeseenthatmindmaphasasignificanteffectandapplicationinteaching.Also,theteachershaveastronginterestintheusageofmindmapinteaching.4.2TheanalysisofthequestionnairePreliminaryresults:Inordertoknowtheinitialsituationofvocabularylearningofthetwoclasses,theauthorhadaquestionnaireforthestudentsoftheexperimentalclassandthecontrolclass.Theproportionofboysandgirlsinthetwoclassesissimilar,andtheirEnglishlevelissimilar,with40studentsineachclass.SubjectOptionABCClassAClassBClassAClassBClassAClassB1.AreyouinterestedinEnglishvocabularystudy?A.YesB.NoC.neither1210151613142.Howdoyouoftenmemorywords?A.ByreadingvocabularylistB.BywritingC.Byfindingtheruleandimagine16182120323.Whichisyourbiggestprobleminstudyingnewwords?A.Can’trememberthespelling.B.Can’tmasterthedeformationofwords.C.Can’tunderstandthemeaningofwords.20215415154.Doyouthinkaboutthestructureofthewordswhenyourecitethem?A.Often.B.SometimesC.Hardlyever216832315.Doyouoftenassociatenewwordswitholdones?A.Often.B.SometimesC.Hardlyever75151418216.Doyouoftensummarizeandconsolidatethevocabularywhichyouhavelearned?A.Often.B.SometimesC.Hardlyever3281029287.Isiteasyforyoutoforgetthewordsyouhavelearned?A.Often.B.SometimesC.Hardlyever2729108338.Iftherearelearningskillsandtoolstohelpmemory,wouldyouliketohaveatry?A.Yes.B.No3835259.Haveyoueverheardorusedmindmap?A.Haveheardofandused.B.HaveheardofbuthavenotusedC.Havenotheardof.21863033QuestionnaireoneAccordingtoquestionone,thenumberofstudentswhoareinterested,notinterestedandhaveanintermediateattitudeeachissimilar.Itshowsthatthereislittledifferencebetweenthetwoclassesfortheinterestofwordstudy.Accordingtoquestiontwo,itcanbeseenthatmoststudentschoosethetraditionalwaytoreadandwritetomemorizewordsinsteadoffindingrulesandassociations.Accordingtoquestionthree,itcanbeseenthatitisthebiggestproblemforstudentstomemorizethespellingandmeaningofwords.Accordingtothequestionfourtoseven,itcanbeseenthatwhenstudentsmemorizewords,theyseldomanalyzethestructureofwordsorassociatenewandoldwordswithmemory,andtheylackofreviewandconsolidationofthewordswhichmakesiteasytoforgetthememorizedwords.Itcanbeseenfromquestioneightthatstudentsarewillingtotrynewmemoryskillsandmethods.Itcanbeseenfromquestionninethatfewstudentshaveheardoforusedmindmap,andmostofthemhaveneverheardofmindmap.Tosumup:Accordingtotheanalysis,itcanbeseenthatthelearningofexperimentalclassissimilartothecontrolclass.Afterexperimentquestionnaireresults:Aftertheexperiment,theauthorhadaquestionnaireontheexperimentalclass.SubjectOptionABCClassA1.DoyoufinditinterestingtolearnEnglishwordswithmindmap?A.Yes,veryinterestingB.No,boringC.Neither36042.Doyouthinkit'seasytodrawmindmapbyhand?A.Yes,it'sveryeasy.B.it'seasy.C.it'sdifficult.281023.DoyouthinkEnglishvocabularylearningisasdifficultasbefore?A.Notsohard.B.Ashardasever.C.Moredifficultthanever.38204.Doyouthinkaboutthestructureofthewordswhenyourecitethem?A.Often.B.SometimesC.Hardlyever40005.Doyouoftenassociatenewwordswitholdones?A.Often.B.SometimesC.Hardlyever35506.Doyouoftensummarizeandconsolidatethevocabularywhichyouhavelearned?A.Often.B.SometimesC.Hardlyever30737.Isiteasyforyoutoforgetthewordsyouhavelearned?A.Often.B.SometimesC.Hardlyever57288.Doyoufindyourselfmoreactiveinlearningandmemorizingwords?A.Yes.B.No.C.Notsure.3406QuestionnairetwoItcanbeseenfromquestiononetothree:Moststudentsareinterestedinlearningnewwordswithmindmap,mostofthemthinkit’seasytodrawmindmapbyhandandmindmaphelpsalotwiththeirvocabularystudy.Itcanbeseenfromquestionfourtoeight:Vocabularystudywithmindmaphelpsstudentshaveagoodhabitofthinkingaboutthestructureofthewordswhenmemory.Comparedwiththetimebeforeexperiment,studentsbecomemoreactiveinwordstudy,bothintheassociationofnewandoldwordsandtheconsolidationofvocabulary.Themostimportantpartisstudentsarenoteasytoforgetthewordswhichtheylearnedwithmindmap.4.3ExaminationfindingsThefollowingisthedataanalysisofthebeforeandaftertheexperimentsilentwritingtest.Beforeeachtest,thestudentsarenottoldinadvancetoavoidtheinfluenceofpreparation.Thefirstsilentwritingtestconsistsofthreepreparedunitwords,40intotal.Thesecondsilentwritingtestwasthewordsofnormalunitfromonetoseven,100intotal.(ClassArepresentstheexperimentalclass,andclassBrepresentsthecontrolclass).ThefollowingistheaveragenumberofcorrectwordsClassAClassBDifferenceFirsttest（30）18.420.62.2Secondtest（100）80.268.811.4Itcanbeconcludedfromthetablethatthereisnobigdifferenceintheaveragenumberofcorrectwordsbetweenthetwoclassesinthefirsttestbeforetheexperiment,whichindicatesthattheEnglishvocabularyabilityofthetwoclassesbeforetheexperimentisequalandnotveryhigh.Aftertheexperiment,inthesecondexamination,theaveragenumberofcorrectwordsofthetwo