思维导图在英语教学中的应用(英文版)

AcknowledgmentsI would like to express my gratitude to all those who helped me during the writing of this thesis. First and foremost, I would like to show my deepest gratitude to my advisor Ms. Hou Yanxia, a respectable, responsible and resourceful scholar, who has given me consistent encouragement and valuable advice. She has been an excellent guide in the process of my writing. Without her enlightening instruction, impressive kindness and patience, I could not have completed my thesis. His keen and vigorous academic observation enlightens me not only in this thesis but also in my future study.I shall extend my thanks to all the teachers in faculty, from whose devoted teaching and enlightening lectures I have benefited a lot and academically prepares for the thesis.Last but not least, I want to thank my family for their love and encouragement. They always give me confidence to encourage me to pull through the difficulties.题目：概念图在英语教学中的应用摘要：在美国和其他许多欧洲国家，概念图已经被作为有意义学习的一种方式，被广泛的研究和应用。

概念图是建立在奥苏贝尔的有意义学习理论之上的一种图解方法，它通常将某一主题的有关概念置于方框之中，然后用连线将相关的概念和命题连接以呈现主体内容。

论文首先回顾了概念图的定义，特点和理论基础，然后分析了概念图在英语的词汇教学、语法教学、阅读教学的具体应用，及概念图在英语教学过程中的功能和局限性。

与传统方法相比，利用概念图教学对提高学生英语学习能力具有更积极的影响。

概念图的使用，不仅使教师的教学效率更高，而且更有利于学生养成良好的学习习惯。

关键字: 英语教学；概念图; 应用Title: Using Concept Maps in English TeachingAbstract: In America and many European countries, as a strategy of meaningful learning, concept maps are studied and applied widely. Based on Ausubel’s Meaningful Learning Theory, concept maps are schematic devices for representing a set of concept meanings embedded in framework of propositions. This thesis first reviews the definition, the characters and the theoretical basis of concept maps, and then analyzes its use in vocabulary teaching, grammar teaching, reading teaching, the functions and the limitations in English teaching. Compared with traditional approaches using concept maps in English teaching has more positive effects on enhancing students’ studying proficiency. It is of help not only for the teachers to teach more efficiently, but also for students to develop the good studying habits.Key Words:English teaching; concept maps; usingContentsI. Introduction (1)II. Using Concept Maps in English Teaching (3)A .The Theoretical Basis of Concept Maps aiding English Teaching (3)1. Ausubel’s Meaningful Learning (3)2. Non-verbal Broadcasting Theory (3)3. Three Memory Systems of the Human Mind (4)B. Using Concept Maps in English Teaching (5)1. Using Concept Maps in V ocabulary Teaching (5)2. Using Concept Maps in Grammar Teaching (7)3. Using Concept Maps in Reading Teaching (8)III. The Functions of Concept Maps in English Teaching (11)A. Auxiliary Tools of English Teaching Design (11)B. Auxiliary Tools of English Teaching Evaluation (11)IV. Conclusion (12)Works CitedI. IntroductionNowadays, the education methods can’t be underestimated in students’learning life and growth. Generally speaking, the goal of English teaching is to assist students grasp the target language as soon as possible. By grasping the target language, students can have successful communication with others in English and improve the studying habits of the students.Our comprehension of English teaching, both in terms of theory and practice has changed considerably. However, English teaching in China lacks the guidance with scientific theories for a long time. A lot of English teachers are neither knowledgeable about approaches, nor are they able to implement the latest scientific theories into their English teaching. Thus, the symptom “high input, low output” in English teaching has hardly changed. So class activity should be designed in a way that can stimulate students’interest and teachers should take advantage of exercises that can assist students’interest knowledge which affects comprehension properly (Harvey 183-186).Therefore, introducing concept maps is remarkably necessary.Concept maps are techniques for representing knowledge in graphs. Knowledge graphs are networks of concepts. Networks consist of points and links. Points represent concept and links represent the relations between concepts. It has been proposed in 1984 by Joseph D. Novak, who is the professor of United Connell University and enjoys high reputation as having effective teaching strategies. Joseph Novak and his colleagues flourished concept maps in the early 1970, while they studied science concept learning in children (Gowin 7). Since then, concept maps have been served as a knowledge representation tool in the form of a graph which is comprised of boxes associated with labeled arcs.Concepts, proposition, cross-links and hierarchical frameworks are the four chart characteristics of concept maps. Concept is the rule property of the perceive things, usually with a proper noun or symbol mark. Proposition is on phenomena, structure and rules of the state, in concept maps; the proposition is through a connecting words into meaningful relationship between the two concepts. Cross-links are relationships between concepts in different areas of knowledge. Hierarchical framework is a way of showing, in general, is the top general, the most general concepts in the concept maps, the subordinate concept in the following.The researches, in this area, primarily concerned with using concept maps have been usedto a variety of situations. A study compared with different forms of lecture aids (Lambiotte and Dansereau 189-201). Hall, Dansereau, and Skaggs also assessed recall of information in the form of concept maps normal text (Hall, Dansereau, and Skaggs 5-6). And many researches on concept m aps have been done mainly in the context of the tool’s application in education. However, Domestic studies related to concept maps are still on the stage of introducing it from abroad. Zhu Xueqing pointed that concept m aps’ significance in science learning (朱学庆，31-34). Zhao Guoqing pointed that the concept m aps’ significance in science assessment (赵国庆, 42-45).They make an comparison with concept maps proposed by Buzan, who makes a further research based on the concept maps(Buzan 320). The utilization of the concept maps in teaching practice is a little, especially on English teaching.From the studies mentioned above, it could be seen that most researchers have examined the meaning of using concept maps from limited angles and perspectives. This is especially the case when it comes to the issue of the concept maps. Besides, they tend to take the nature subjects as the object of study, and thus are likely to fail to go into great details in English. Therefore, separated and further studies on English teaching are needed. Such as more exploration of concept maps in word learning will be of great significance and value, because vocabulary is most likely to create great difficulty for foreign language learners. It is strongly believed that in-depth research into this area will finally cast light on the mystery of English learning; and what is more, this, in turn, is certain to benefit language teaching and make English language learning easier. This thesis first reviews the definition, the characters and the theory of concept maps, and then analyzes the position and problems of vocabulary, grammar and reading in English teaching, the specific use in vocabulary teaching, reading teaching, writing teaching, the functions and the limitations of using it. Concept maps have positive effects in English teaching. This paper intends to discuss the necessary and importance of using concept maps from those fields.II. Using Concept Maps in English TeachingIn this chapter, the theoretical basis of concept maps and using concept maps in vocabulary teaching, grammar teaching and reading teaching will be introduced.A. The Theoretical Basis of Concept Maps aiding English TeachingThere are three main theoretical basis of concept maps aiding English teaching.They are Ausubel’s meaning learning, non-verbal broadcasting theory and three memory systems of the human mind.1. Ausubel’s Meaningful LearningThe theoretical foundation of Concept Maps is derived from the learning theory of Ausubel. As far as he concerned, learning is based on the kinds of super ordinate representational and combinatorial processes that occur during the reception of information. Human’s learning is meaningful; the fundamental idea in Ausubel’s cognitive psychology is that learning takes place by the assimilation of new concepts and propositions with existing concepts held by learners. Ausubel’s learning theory places central emphasis on the influence of students’ prior knowledge on subsequent meaningful learning. Learning is to set up a concept network, and then continually increases new content to it. Among the main factors affecting learning is that learner must relate new knowledge to the old one, new material must be related to relevant ideas in existing cognitive structure of learners. Reception learning and discovery learning can lead to meaningful learning and meaning learning can make learners recognize the relationship between the concepts. In accordance with Ausubel, concepts have different depths, which can either be an extremely general or be intensely specific. General concepts include specific ones; to the contrary, the specific concepts also include general concepts. In Ausubel’s opinion, learners should recognize the level of new concept. According to different levels, we should put these concepts in their knowledge structure of the corresponding position; actually this process is constructing knowledge concept maps.2. Non-verbal Broadcasting TheoryDr. Mehrabian believed that the actual verbal content of our communication is relatively small compares to the power of the nonverbal (Mehrabian 248-252).The following is the conclusion of Dr. Mehrabian’s classic study:7% of meaning is in the actual words spoken (verbal).38% of meaning is in the way words are spoken (vocal).55% of meaning is derived from what we see, facial expression (visual).The theory is particularly useful in explaining the importance of visual. Mehrabian’s model is a potential piece of work, and it’s not only amazingly helpful in explaining the importance of careful and appropriate communications, but also useful in applying to the English teaching. If the key material is represented in a visual model, the whole meaning can be more easily obtained than in a written way in most circumstances. Actually, the outstanding characteristics of the concept maps are that represents materials visually, which makes the meaning of materials obtained at a fast rate.3. Three Memory Systems of the Human MindAnother important advance in our understanding of learning is that the human memory is not a single “vessel”to be filled, but rather a complex set of interrelated memory systems (Anderson 1037). Three memory systems of the human mind is the following: sensory registers, short-term memory and long-term memory. While all memory systems are interdependent, the most critical memory system for incorporating knowledge into long-term memory is the short-term memory. When receiving new knowledge, in order to form the knowledge system, it must be ordered again between the short-term memory and long-term memory. Therefore, to structure large bodies of knowledge requires an orderly sequence of iterations between working memory and long-term memory as new knowledge is being received (Anderson 1050). Concept maps can powerfully promote meaningful learning, because it serves as a kind of template to help organize knowledge and structure it, ever though the structure must be built up piece by piece with small units of interacting concept and prepositional frameworks. Many learners and teachers are surprised to see how this simple tool facilitates meaningful learning and the creation of powerful knowledge frameworks that not only permit utilization of the knowledge in new context, but also retention of the knowledge for long period of time(Gowin 940).There is still relatively little known about memory processes and the way of knowledge finally gets incorporates into our brain, but it seems evident from diverse sources of research that our brain works to organize knowledge in hierarchical frameworks and that learning approaches that facilitate this process significantly enhance the learning capability of all learners. Concept mapsapplied in English teaching course build and strengthen students’ long-term memory gradually. Of course, students need to be taught something about brain mechanisms and knowledge organization, and this instruction should accompany the use of concept maps.As an overview, concept maps created by students can be used in several ways to facilitate meaningful learning. Now the concept maps, which take advantage of the theories stated above, is often adopted by English teachers.B. Using Concept Maps in English TeachingEnglish teaching including vocabulary teaching, grammar teaching, reading teaching, writing teaching and so on. The writer will analyze the importance of vocabulary, grammar and reading in English teaching and the problems of them in the process of teaching English. At last, the specific use will be proposed.1. Using Concept Maps in Vocabulary TeachingV ocabulary teaching is the basis of English teaching, which is the key to improve students’ English level. Read said that the vocabulary learning is the foundation of the second language acquisition (Read 20).However, there are many problems in vocabulary teaching. In the in the teaching of English, the number of vocabulary and the ability to control vocabulary are the crucial factors to stud ents’ learning. Besides, teachers usually teach new words in isolation. In fact, English vocabulary is not isolated. It is connected with pronunciation, grammar, sentence pattern and text. Moreover, it also shows in listening, speaking, reading and writing. Comprehensive teaching methods used in vocabulary teaching are important and necessary, but the majority of teachers insist only one unchangeable method to teach vocabulary，that is, firstly teaching pronunciation; secondly explaining the vocabular ies’ fo rmation; thirdly ,explaining the related grammar and listing its meaning and usage; finally, making sentence. This way costs too much time of ours in teaching process and the process seems that teachers just put a dictionary in class. It has been proven that this way will make students feel bored and they can’t master the new words. The homework about vocabulary is boring, too. Most of time, the homework is just to let students recite the new words repeatedly totally ignoring students’ need and interest, and the next day they will be checked. It is so boring and simple that makes students feel unpleasant. No doubt it will be effective at the very beginning, but after a long time, student will lose the interest, let alone the effect.However, the new curr iculum reform aims at cultivating students’ linguistic competence, at the same time more emphasis on the cultivation of students’ autonomous learning ability and creative spirit enable students to understand the differences between Chinese and Western culture, enhance the consciousness of the world (教育部,21). Song Yueli held that using concept maps in vocabulary teaching, establishing the relationship between vocabulary is necessary(宋岳礼, 34). The vocabulary in the brain to form in semantic network rather than isolated existence, so in vocabulary teaching we can make the relationships between words into word concept maps, change the relationship between vocabulary from stealth to dominant, in order to facilitate students’ memory. For example, the concept maps of tree.It can be seen from the example that the word “tree” to the green, from green can be associated with other colors, from red and can be associated with blood, fear, anger, Red Cross, carpet, flags and so on. And the word “tree” has a certain relationship with the bird, the leaves, and the environment. There is a semantic relationship between these words with other words. In this way, a word “tree” semantic relation, connected by semantic vocabulary, can activate the spread to dozens of other related words, makes the efficiency of the word memory is growingexponentially.2. Using Concept Maps in Grammar TeachingEnglish grammar teaching has been occupying the important position, and also masters the important procedure of grammatical knowledge. How to teach grammar has always been a focus of debating in the field of foreign language teaching. However there are some problems in it. There has been a malpractice in English teaching because of the impact of grammar translation method: Teachers teach grammar mechanically towards students, and students just listen and remember it, which makes grammar teaching and learning boring. The traditional teaching of grammar goes too far, the reform of English teaching goes into another misunderstanding. It only emphasizes the importance of listening and speaking, without teaching grammar. Thus, there are more and more non-standard language. Besides, through the survey I also found that teachers do not have solid basic skills in English. In fact, teachers also often frustrates over how to teach in teaching grammar rules. It often found that students find the meaning in the dictionary, but they still can not understand the meaning of the whole sentence.English grammar rules have more cumbersome, and once the students learn the rules more, previously learned knowledge are susceptible to interference. Using concept maps in grammar teaching can help students to clear the thinking and memorize them easily. For example, I n Unit 6 I like music that I can dance, attributive clause is introduced. Concept maps are very useful here.3. Using Concept Maps in Reading TeachingReading is one of the four essential skills in English language learning, and has been a much-emphasized course in school learning and teaching in China. Reading comprehension is important in learning English. So the new English curriculum standard considers promoting the students ’ reading comprehension as one of the most important goals in English teaching. (教育部,58) However, there are some problems in it. In the process of teaching English, reading is still in the entity of language teaching as the basis, however, the fact is that too much emphasis is put on the teaching of language knowledge, such as vocabulary, grammar. Reading is neglected. Chen Jingbo pointed out that students are generally limited by the way and the fixed place of passive acceptance of some vocabularyand grammar knowledge. They ignored the cultivation of reading skills and reading ability(陈静波, 24).The concept maps are many graphs representation of knowledge technology, which is composed of points and links. Points represent concept and links represent the relations between concepts. So the concept maps can be effective in promoting students' overall understanding of the reading material, promoting students’ better memory, which can effectively improve the learning efficiency.The main purpose of concept maps in reading teaching is that the students have a perceptual knowledge to reading material, reading material preview. The specific steps are theIII. The Functions of Concept Maps in English Teaching There are many functions of concept maps in English teaching; the main functions will be introduced in the following.A. Auxiliary Tools of English Teaching DesignIn the English curriculum and English teaching plan design, concept maps are widely used. Teachers put the main English materials in concise forms to teach. Its hierarchical structure provides a variety of material presentation order. For the basic characteristics of meaningful learning, the concept framework of integration is to learn new knowledge from existing. Generally speaking, more general and more specific concept of English knowledge teaching can often help and promote meaningful learning. Therefore, the establishment of holistic concept maps of English materials, the whole process of the main ideas presented. In the English study, many students often did not better understand the construction concept and discrimination the English grammar frame of proposition, just memorizing words and sentences. Using concept maps to design a specific topic in curriculum and teaching can help students smoothly concept “transplantation”. The researches Novak did in 1990 prove that if the English teacher can make the concept maps for teaching design and used it as a teaching strategy in class, and then require students to construct concept maps in the learning process. Students can successfully grasp the scientific significance; and can be successfully carried out for their own learning control (Novak 949).B. Auxiliary Tools of English Teaching EvaluationConcept maps for English teaching evaluation have two advantages: First, the hierarchy structure of English materials can reflect the students grasp the knowledge characteristics, the ability of searching for the output of new knowledge; second, from the clear and extensive examples can be informed students’ understanding of the significance of the vocabulary’ concept. Zhao Jinbo believed that concept maps can be used for reflection and evaluation of students’English learning(赵金波, 31). For example, students will develop the habit of drawing concept maps in English class, from that the teachers can know the progress and diagnose the learning problems of students, and then improving teaching, which is a good way of formative assessment. Concept maps are useful tools in the student’ self evaluation. The students encountered difficulties in the construction of concept maps himself, he will clearlyrelate to what problems exist in their English study, besides he can find that he is lack of creativity, his imagine is insufficient, his knowledge is not flexible, those will encourage him to try to make up for the lack in his study. Moreover, the students put their concept maps with your classmates or teacher’s concept map s comparison and discussion, by using concept maps in their English learning, ambiguity problem will become clear. In addition, students using concept maps will naturally reveal the cognitive emotion; their emotion will be expressed in a variety of shapes and colors. Especially with the help of computer multimedia functions, you can create vivid and beautiful picture. Therefore, the concept maps not only can be used to evaluate the learning of knowledge, but also can understand their affective quality.IV. ConclusionThis study emphasizes using concept maps in English teaching. This thesis first reviews the definition, the four characters and the theoretical basis of concept maps, and then analyzes the positions and the problems of vocabulary, grammar, and reading in English teaching, the use of concept maps in vocabulary teaching, grammar teaching and reading teaching. At last the functions of using it in English teaching are discussed.Using concept maps in vocabulary teaching, we should establish the relationship between words and word concept maps, which can change the relationship among words from stealth to dominant. Using it can activate the spread to dozens of other related words, making word memory efficiency more efficient.Given the English grammar rules have more cumbersome, previously learned knowledge are susceptible to interference .Using concept maps in grammar teaching can help students to learn the thinking and memorize grammar easily.Using concept maps in reading teaching can be more effective in promoting students’overall understanding of reading material, promoting students’better memory, which can effectively improve the learning efficiency.From the study above the conclusion can be made that concept maps have certain feasibility and effectiveness when it is used in English teaching. Concept maps have a high degree of recognition of the students. As a kind of independent learning activity, concept maps teaching can be cultivate the ability of self-study, and develop the learning skills of lifelong learning.The concept maps as auxiliary means can effectively help the teacher to accomplish the task of teaching and improve teaching effect. For teachers, using concept maps is one important skill and teaching strategy that every teacher should master. For students, concept maps can promote students’ meaningful learning, cooperative learning and creative learning. But the process of drawing concept maps is complex, for example, concept maps activities require students to draw the concept maps with creativity; students sometimes spend too much time emphasis on the concept maps of entrepreneurship, but ignored the understanding of the content and the master of learning content. So a variety of strategies need to be used together to achievethe best teaching and learning.Works CitedAnderson, O. 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