思维导图在初中低段年级英语写作中的应用

第一篇：思维导图在初中低段年级英语写作中的应用

思维导图在初中低段年级英语写作中的应用

上海市三新学校 郝小鸥

【摘 要】写作水平的高低往往表现为写作者是否灵活地使用恰当的词语和句子，是否恰当地使用关联词，过渡句等等。本文在对初中低段年级写作现况进行分析的基础上，将思维导图应用于初中低段年级英语写作中，对学生进行相关的写作训练和写作指导。这种新颖的教学方式确实可以使学生产生英语写作学习的兴趣，给学生提纲示范，启发学生发散思维，给篇章写作奠定良好基础他们的创造能力和发散性思维，提高写作能力。

【关键词】思维导图 英语写作 初中低段年级

一、思维导图在初中低段年级英语写作中应用的提出

英国学者托尼·博赞在20世纪60年代发明了一种可以帮助学习和思考的工具—— 思维导图。思维导图盛行于国外，特别是欧美国家的一种教学形式，依据大脑思维放射性特点，思维导图的发散性和图表化特点，促使学生通过抽象与形象相结合的图表完成思维引导。制作思维导图时，先把主题集中在图形的中心位置，用一种联想的方式进行思考、组建并整理复杂的知识体系，使其成为更容易被学生所认知和接受的事物。思维导图有四个基本特征：（1）注意的焦点清晰地聚焦在中央图形上；（2）主题的主干作为分支从中央图形向四周放射；（3）分支是由一个关键的图形或者写在产生联想的线条上面的关键词来构成的，次要的内容也以分支形式表现出来，附在较高层次的支干上；（4）各分支形成一个连接的节点结构。思维导图的结构可以让思维尽可能自由地发挥，其目的是为了将围绕中心思想产生的一切思维都回忆起来，而写作本身是一种思想情感的表达，是对读、对听、对说的最好的反馈。这种反馈是其它学习形式，其他练习形式所代替不了的。写作水平的高低往往表现为写作者是否灵活地使用所学的词语和句子，是否恰当地使用关联词、过渡句等等，然而在实际写作中，学生往往因为写作缺乏合适的指导，写作时没有章法，思路难以拓展开，寥寥数语就草草地结束文章。思维导图，这种思维工具恰好有助于优化学生的思维模式，给学生提纲示范，启发学生发散思维，给篇章写作奠定良好基础他们的创造能力和发散性思维，在学生的写作过程中能起到一个“支架”的作用，帮助学生拟定提纲、撰写草稿、修改作文等。现行的《英语课程标准》明确地把对“写”的要求列入了英语语言技能的目标中，注重培养中学生在书面上运用英语的交际能力。因此，如何提高学生的英语写作能力已成为笔者必须思考的问题。

二、思维导图在初中低段年级英语写作中的应用

初中写作过程中，如需达到有效写作，那么学生需要调动所学的语言知识，进行遣词造句，篇章构思。因此，在初中英语写作教学过程中，笔者认为可适当运用思维导图，巧妙启发与指导。思维导图的作用在于能给学生给予提纲示范，调动学生头脑中与之相关的知识，启发学生发散思维，将零散的知识综合起来，提高思考技巧，创造力与组织力，给篇章写作奠定良好基础。同时，借助思维导图，可简化复杂问题，将学生的思维过程外显出，促进师生和生生之间的相互交流与分享，充分发挥学生主动性，完善学生思维过程，使其能更好的完成写作任务。那么，思维导图在英语写作教学中,笔者是怎样具体应用的呢？

1.导出所需的词汇，形成一个围绕主题的网络结构

词汇是文章的基础，要写好一篇作文表达自己的思想，必须以足够的词汇作为基础，没有一定的词汇量就很难写出好文章。教师提供一个作文题目，学生根据该作文题进行审题立意，选定并围绕一个主题。在思维导图中，常常以这个主题进行联想，像暴风骤雨一样给头脑以猛烈冲击，从而使学生们能在较短时间内，尽可能多地说围绕该主题的相关词汇，并利用思维导图将与其有联系的词汇联系成一个网络结构。

例如：7B Module Two Unit 6 Hard work for a better life 中，当学习完About the seasons一课后，笔者拟定的作文题目为：My favourite season.具体做法如下：第一，笔者在课堂上给出作文题目，根据作文题目给出的中心词为“favorite season”。第二，为了在短时间内可以收集到关于四季的相关词汇，笔者把全班分成四个小组，给每个小组不同的主题词，每组学生根据所给定的主题词，结合所提的问题“What does each season make you think of ?”积极开动大脑，回忆与他们需要谈论的季节相关的词汇，形成自己的思维导图。此时，笔者在屏幕上呈现如下导图：

第三，学生根据笔者所给的思维导图的框架，完成自己的相关词汇的思维导图。组内研究讨论每个人的思维导图，然后集合成每个小组的导图。第四，进行小组展示。展示期间，笔者利用不同的奖励机制和竞赛机制（夺红旗）,鼓励学生围绕所给的关键词尽可能多的写出相关的词汇。

充分利用思维导图来拓展延伸相关词汇，再在教师的指点下进行加工整理，以其中的一个小组讨论的我最喜欢的季节——春天为例，最终呈现如下思维导图：

这一阶段，让学生围绕话题，有方向的讨论，相互补充，画出思维导并展示，不仅能激发学生的想象力，找到词与词之间的联系，还可以激活学生记忆单词的兴趣同时也培养了学生合作学习的能力。

2.导出句型结构，进行遣词造句 句子是文章中表达思想的最基本的单位。有了前面词汇的基础，抓出每个句子所需的关键词，进行逐一造句。继续以“My favorite season”为例，教师同样可利用思维导图让学生回忆出本课中所学的重点句型，或是可以用于这篇作文写作的句型，并且选择合适的句型结构。思维导图呈现如下：

如有的学生选择了：“It is + adj./ n + to do something”，进而选择思维导图中的词汇和短语进行造句，如：It is fun to fly kites in the park.It is wonderful to have barbecues with my friends in the park on sunny days.当然，笔者鼓励不同层次的学生造出的是不同层次的句子，也就是说班级中有能力的学生可以造出复杂的句子，而能力较差的学生可以造出简单的句子。如：A lot of animals which are sleeping in the winter start waking up when they hear the first thunder in spring.（有能力的学生能够造出的较复杂的句子）A lot of animals wake up in spring.（能力较差的学生能够造出的简单的句子）在学生们的同时，教师需巡视并指导学生造句子，鼓励学生把正确的句子写出来，提醒组内学习能力较强的学生要关心那些组内学习能力较弱的学生。可以通过交换看各自所写的句子方式，来达到相互学习和互相纠错的目的，在纠错的过程中如发现了组内不能解决的问题，也可向教师提问。最后，鼓励学生到黑板前写句子，尽量让每个小组都有展示的机会。

通过这一环节使学生形成由词拓展到句子的意识，在头脑中形成正确句子。发挥小组作用，激发学生的表现欲，鼓励薄弱学生积极参与组内活动，让每个学生围绕主题都有话可说，培养他们写作的自信心。

3.导出整体框架，理清写作思路

通过思维导图，理清思绪，给出写作框架，以便抓住中心，不偏题跑题，将语言输入与语言运用更为紧密的联系在一起，真正提高学生的语言运用能力，为学生独立创作语篇，提供直接的语言输入。在这个过程中，可以帮助学生将琐碎凌乱的知识系统化和整体化，应用到写作中。

例如：在学完6B Module One Unit 3 Dragon Boat Festival，笔者要求学生以My favourite Chinese festival 为题写一篇不少于55词的文章。具体做法如下：首先，根据作文要求，画出中心主题“my favorite Chinese festival”，然后在与主题相连的四个分支上写上整体、开头、正文和结尾，对文章进行整体把握。如文章的整体包括文章的段落 —— 三段式；文章的时态 —— 一般现在时；文章以开门见山的形式开头，并可提供开头主题句的例句，如：Of all the Chinese festivals, I like „ best。其次，考虑文章的正文。文章的正文部分由若干个子句来支持主题句。文章的正文部分由三个部分组成：选择可能要用到的词汇。由于对于初中低段年级，英语作文的要求是不少于55个词，所以在正式写作时必须要选择出所需的词汇，而不是把所有在思维导图中涉及的词汇全部用到；要求学生用好句与句之间的必要的过渡词衔接词如可用：first , second, finally来表示时间关系。用“What’s more, besides, in addition”来表示递进关系。用“for one thing „for the other thing”来表示对称关系等等。衔接词的应用能有效地构建文章的起、承、转、合，使全文浑然一体，自然连贯和逻辑性；选择句型结构，初中低段年级的学生写作时所应用的句式结构还是以陈述句为主，当然英语基础较好的学生也可使用从句。然后，以一个简单而点题的句子结尾，对文章主题加以归纳总结，也可提供结尾例句。如：I am always happy at„ / I have a good time at „最后，学生需要将这些句子写下来，再进行修改(单词、句子结构、人称等)，修改时可以先自我检查，再交换检查。最后进行润色和整理，最后定稿。思维导图如下：

总之，借助思维导图写英文作文的思考流程大致如下：根据题目，初定写作内容，确定关键词，初步搭建框架 → 寻找词块和语块 → 画出作文Mind map → 小组讨论，补充作文框架 → 根据自己的Mind map写作文 → 作文修改润色。

三、思维导图在初中低段年级英语写作教学应用的思考

第一，教师应充分利用教材每个模块的话题，给学生创造用思维导图写作的机会。我们知道，牛津教材中每个Module都有不同的单元。其实，每个单元都一个主题，那么根据每个单元不同的主题可以绘制出一个个思维导图用于写作。如：7A Module 2 Unit 4 Jobs people do、7B Module 1 U2 Going to see a film等等。开始教学生用思维导图写作时，要耐心细致地手把手地教。边画边讲，让学生明白如何设计每个分支，设计这些分支的目的，怎样完成每个分支，怎样完成一个完整的思维导图，又是如何将思维导图变成作文的。

第二，给学生亲自体验的机会，慢慢地鼓励学生根据话题，独立完成一个完整的思维导图。在班级中利用一个特定的区域来展示不同学生的优秀的思维导图，用于相互学习，从而达到提高制作思维导图能力的作用。

通过实践，笔者发现通过思维导图，确实能帮助学生理清思绪，构建出写作框架，紧紧地抓住中心，不偏题跑题，将语言输入与语言运用更为紧密的联系在一起，真正起到提高学生的语言运用能力的作用，为学生独立创作出好的语篇提供最直接的帮助。

参考文献：

【1】上海市中小学课程教材改革委员会办公室.上海市中小学英语课程标准[M].上海教育出版社,2005 【2】鲁子问,康淑敏.英语教学方法和策略[M].华东师范大学出版社,2013年第4版 【3】东尼.博赞,巴利.博赞.思维导图[M].中信出版社,2009 【4】教育部基础教育课程教材专家工作委员会.义务教育英语课程标准解读(2011版)[M].北京师范大学出版社,2011 【5】李娜.思维导图在英语写作中的探究[J].学科教学.2012.10 【6】綦坤.浅谈思维导图在初中英语写作中的应用[J].英语天地.2012.9

第二篇：思维导图在英语阅读教学中的应用

将思维导图和拼图阅读法应用于英语阅读教学中

基础教育阶段英语课程的目标是培养学生综合运用语言的能力。其中培养阅读能力和口头表达能力，是中学英语教学的重中之重，是培养学生综合运用英语能力的主要内容。然而在传统英语教学中长期存在着“重知识讲授，轻能力培养”的现象，经常是教师“独霸课堂”，而学生则成为被动的课堂配角。这样的课堂上学生缺乏生生互动，很大程度上影响了学生的积极性和主动性的培养，难以达到发展学生语言阅读能力的目的。如何改变这一教学劣势呢？

可喜的是在新一轮的教学改革中，小组合作学习成为了主旋律。它不仅强调学生是学习和发展的主体，而且也强调了学生学习方式的变化，符合《英语课程标准》的“倡导学生主动参与、合作、交流与探究等多种学习活动，改进学习方式，促进学生互相学习，互相帮助，体验集体荣誉感和成就感，使学生真正成为学习的主人”的要求。

为了充分发挥合作课堂的优势，教师在实际教学中要精心设计实际教学活动，力求把学生的“交往活动”即“合作学习”融入到语言学习活动中。Mind Map 教学法和Jigsaw-reading教学法就是实施合作学习的一个好途径。

思维导图（Mind Map）是放射性思维的表达方式，以直观形象的图示建立起各个概念之间的联系，把枯燥、零碎的信息变成容易记忆的、有高度组织性的图，利用记忆、阅读、思维的规律，实现左右脑的协调发展，帮助人们改善思维，提高学习效率。应用思维导图开展英语阅读教学，有利于激发和培养学生学习英语的兴趣；有利于培养学生观察、记忆、思维、想象的能力，培养他们的发散思维与逻辑思维，激发学生的思维潜能，形成一定的综合语言运用能力，提高课堂教学效率。由于阅读的前提条件是激活学生已有的语言知识和文化背景知识，通过思维导图讨论，引导学生调用已有的认知图式，进行复习，更充分全面地激活旧知识，分类已有的知识，为新知做好铺垫。我在阅读教学中有效地利用了思维导图，来引导学生在阅读时理清思路。帮助学生在关键词之间产生清晰的联想，了解了自己的思维过程，从而发展了联想思维的能力，为文本的理解充分地进行铺垫，引导学生使用思维导图，罗列相应的语言框架，帮助学生理清了思路。在思维导图的帮助下，学生很容易理解文章。因此，英语阅读教学中，教师要充分利用思维导图发展学生的阅读思维。

分享：

Jigsaw Reading 从字面上讲可以译为“拼图阅读”，专业上又把它译为“互补式阅读”,是一种合作学习的活动模式。这种合作学习的起源最早可追溯到1971年美国，是加州大学Aronson教授与同事共同研发而成。其操作原理是：将学生们分成小组，再将阅读材料分成几个部分，每个小组成员独立完成自己负责的一个部分，然后与来自其他小组负责同一内容的成员组成专家组（expert group）共同讨论学习，最后回到自己的小组（home group），把自己的学习收获教授给小组成员。小组内每个成员负责一段教材的教学活动，通过相互教授和讨论，使全组人员得以学习整篇文章的内容。在Aronson的基础上，Slavin进行了进一步的改进，用小组成员的提高分来计算小组的得分，让小组的每一个成员都收获成就感。这种教学方法与传统的师生互动或一个学生对全体学生的交流模式相比，优势是互动面更广、效率更高。

合作学习中学生合作的源动力是什么呢?是信息差。所谓信息差就是人们对事物或人了解、知晓的程度存在着差距。人与人之间进行谈话交流,是因为谈话双方之间有了信息差,彼此都想了解对方的信息,才产生了交流的愿望和想法。英语教学也一样,要想让学生运用英语进行有意义的交流,就必须在双方或多方之间制造信息差,他们想从对方了解到有关信息,他们才会产生用英语交流的动机,从而为合作学习奠定基础,才能达到运用语言的目的。Jigsaw Reading教学法就充分的利用了信息差，激励所有学生主动学习——每个组员通过专家组学习掌握了“独家”资料，为了获得全篇文章的信息，必须用英语与组员交流探讨，从而得到自己需要的信息。这样可以在最短的时间内充分调动每一个学生参与到阅读和口语学习过程中，所有Jigsaw Reading 教学法是一个把英语阅读教学和口语教学相结合的好方法。

第三篇：思维导图在小学英语中的应用

关于思维导图在小学英语课堂教学中的运用探究 摘要：本文分析了思维导图作为教学工具在小学英语课堂教学中应用的优势，并结合一线课题指导实践，通过具体的教学案例探讨了思维导图在复习导入、单词学习、协作交流、话题作文、快速阅读、课堂内容复习等教学环节的操作方法，试图探寻出一条有效开展小学英语课堂教学的实践之路。

关键词：思维导图；小学英语；教学工具；应用

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 “linear 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.

第四篇：思维导图在小学写作教学中的应用

思维导图在小学写作教学中的应用

一、课程标准视野下小学写作教学的要求

新课程标准指出：“写作是运用语言文字进行表达和交流的重要方式，是认识世界、认识自我、创造性表述的过程。”写作能力是语文素养的综合体现。写作教学应贴近学生实际，让学生易于动笔，乐于表达，应引导学生关注现实，热爱生活，积极向上，表达真情实感。教师在实际教学中，应该引导和帮助学生做到以下几点。

（一）真情实感

写作，是对自己的精神世界和内心感情的发掘和表达，绝不是一味的模仿和照搬。只有“我手写我心”，这样的文章才是情感的真实流露，才能感动自己，才能感动别人，才能体现“认识世界、认识自我、创造性表述的过程”。

（二）创新

小学生由于受思维发展水平及阅历的限制，写作上的创新应该是基于此基础的创新。具体一点，创新就是小作者们以他们独特的视角及思考表达自己的内心世界和精神情感。每个教师应该是《窗边的小豆豆》里巴学园的校长，不能过于以应试的标准去要求学生写作，而应最大限度地保护和鼓励学生的创见。

（三）学生的主体地位

新课程标准旗帜鲜明地指出，在语文教学中应“积极倡导自主、合作、探究的学习方式”。学生，是处于发展中的个体，不论是语言还是思维等方面都还在不断完善，这就要求广大的教育工作者帮助和引导学生，不能忽略学生主体性的发展。在保证学生主体性的基础上，保证写作教学过程中的秩序及效果，这是教学工作中的重点和难点，亟待我们去探索和发展。

二、思维导图的特点及其在小学写作教学中的优势

思维导图由世界著名教育学家、心理学家托尼·巴赞于上个世纪70年代提出，作为一种简单有效的锻炼思维的工具，思维导图充分运用图文并重的技巧，将各级主题的关系用相互隶属或相关的层级图表表现出来，把主题关键词与图像、颜色和空间等建立起记忆链接。

用思维导图提升智力、能力从而提高思维水平，已被越来越多的人认可。哈佛大学、剑桥大学都在使用思维导图这项思维工具教学;在新加坡，思维导图已经基本成为中小学生的必修课。

小学生的智力正处于图像记忆的阶段，如果运用得当，可取得事半功倍的效果。反映在小学写作教学中，思维导图具有以下优势。

（一）发散性

思维导图的结构类似于大脑神经元网络分布图形。它往往是从一个点或者一个关键词人手，随着研究的深入，逐步扩散开来，最后形成一个相互联系又不断延伸的脉络结构图。写作时，学生可以围绕某个关键词进行自由发散，可以从根本上解决学生不知道作文怎么写的难题。另外，由于每个人的经历和思维都不一样，所以写出来的作品都是闪着光的艺术品。这一点，正是呼应了时代对于创新精神的召唤。

（二）直观形象性

从认知心理学的角度来看，思维导图穿插使用大量形象生动的图片和符号，将复杂的知识体系结构直观化、图像化，帮助我们强化关键词，可以极大地促进学生想象力，可以促进学生思维水平的提高。

（三）师生互动性

在借助思维导图进行写作的过程中，学生是“第一作者”，教师是“第二作者”，学生的主

体地位在无形中得到了巩固。另外，教师也可以完成自己的思维导图，最后与学生交流，甚至“一决高下”。这个过程是师生互动的过程，思维的碰撞，会擦出最闪亮的火花。

三、思维导图在小学写作教学中的应用探究

那么在具体的实际教学中，我们应该如何利用思维导图这一全新的思维工具呢？

（一）准备过程——以教师为主导

写作之前，教师首先要提前收集、整合资源，制作自己的写作导图。教师要告诉学生将要写的作文主题，调动学生的主动性，去收集、整合资源。这个过程中，教师应该把握好一个度，否则会影响学生联想和想象的发挥。这个准备过程中，教师发挥主导作用。

（二）教学过程——以学生为主体

课堂上，有了前期的准备，学生在教师的指导下进行思维导图的绘制，并完成习作。这重头戏，语文教师针对思维导图的绘制过程中容易犯的错误要进行提醒。然而，这个过程中教师不要过于干涉学生，尽量保证学生的主体地位，以激发学生完成习作的积极性。

（三）评价过程——师生共同成长

学生完成了习作之后，教师可以首先展示自己的作品，让学生去点评。这个过程，正是师生思维碰撞的过程，教师应该以适当的方式指出自己作品的优点。值得注意的是，要引导学生往优点方向发挥，否则学生不能很好地去发现、学习别人的优点。

另外，教师在对学生的思维导图和习作进行反馈的时候，要对每个学生进行有针对性的评价，对于缺点要有艺术性地指出，以促进学生的进步。如果点评不到位，学生的思维发展可能得不到提升，甚至停步不前。对于学生作品中有创意的地方，教师应该鼓励，也应该引导其他学生去发现和学习。

诚然，思维导图对于小学写作教学有着不可比拟的优势，但是在具体的实施过程中也有许多值得注意和亟待解决的地方，比如怎样培养掌握思维导图的教师，怎样量化思维导图的教学效果等，这些都是值得研究的地方。但是，我相信思维导图在写作教学中的应用必将成为一种主流，从而促进写作教学的进步，促进中国素质教育的进步。

第五篇：思维导图在初中数学的应用

思维导图在初中数学教学的应用

——以《平行四边形章末复习》一课为例

凯里市第十二中学 姜宗倩

摘要：在这个知识和信息的时代，让学生具备学习的愿望、兴趣和方法，比记住一些知识更为重要。学生面对无限的知识和有限的时间，知识学得越多，笔记记得越多，思维反而更加混乱。探索学生学习的最佳方式和途径，使学生达到最佳的学习效果和能力培养。通过寻找知识之间的联系，制作出一种有效的思维工具——思维导图，思维导图能促进建构性学习和知识整合，从而提高学习和生活的效率。本文以人教版八年级下册第18章平行四边的章末复习一课为例，阐述思维导图在课堂中的应用，并分享学生因思维导图的建构性思维和有趣性吸引，主动地积极参与课堂中。

一、思维导图在数学教学的必要性

在中学数学教学实践中，学生经常出现这些现象：

（一）、课堂知识听得懂，课后知识记不住。

（二）、课堂知识能理解，课后练习不会做。

（三）、熟悉题型能解决，陌生题型无从入手

这些现象凸显出学生学到的数学知识比较零散，学生没有进行知识整合，没有建立知识体系，不能灵活地运用所学知识和技能，同时学生的建构思维能力还有待提高。在新课程背景下，教师如何引导学生理清各知识之间的逻辑关系并且能够自主整合知识，建构有机的知识体系呢？在教学实践中，笔者发现思维导图是教师开展教学的一种较好的教学手段。

思维导图,也称心智图。由20世纪70年代被称为 “世界记忆之父”的英国著名学习方法研究专家东尼·博赞所创造的一种思维模式和学习方法。思维导图通过捕捉和表达发散，思维导图能够将大脑内部零乱、枯燥的信息运用图文并用的方式，把各级主题的关系用相互隶属与相关的层级图表现出来，使用线条、图形、颜色、词汇、符号等元素有序的、条理清晰的可视化图表呈现出来，从而充分开发大脑潜能，极大激发人们的创造能力。它既可呈现知识网络，也可以呈现思维过程。基于思维导图可以让学生在绘制导图的过程将知识点梳理整合和强化巩固，这样的学习过程能很好的体现了建构主义理论的理念，在教育教学中会产生积极的影响。思维导图在教学方面的使用可以帮助老师迅速了解学生的思维动态，并对教学策略作出调整，使教学更有

关键词：数学教学 学生 思维导图平行四边形

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针对性，更有成效；同时它也可帮助学生理顺知识脉络结构，提高记忆力，增强学习能力。

二、如何制作思维导图

思维导图促进中学数学课堂有效教学，教师应让作为课堂主体的学生，了解思维导图是什么，有什么好处，如何制作思维导图。目前制作思维导图的工具很多，除了word、ppt外，还有专门制作思维导图的专业软件如mindmanager等。但限于条件，在课堂上只探讨如何让学生体验思维导图的手工制作和黑板绘制。制作材料：白纸和多种颜色笔或者黑板和粉笔、你的大脑和你的想象。制作步骤：

（一）、首先把知识点的中心定为思维导图的主题并画在纸或者黑板的中央。主题 可以用关键词或图形来表示。主题是所学知识中表达核心意思的字词，应该是具体的、有意义的，有助于我们进行回忆。

（二）、其次由中心知识点延伸出下一层知识点定为“次主题”，“次主题”和主题一样可以用关键词和图形来表示。

（三）、在“次主题”后，罗列更为细节的要点。这个时候要注意的是，不要强迫自己用一定的顺序或结构来罗列要点。当任何一个知识要点出现的时候，尽可以自然地将它用关键词或者图形的方式表达出来，并把它和最相关的“次主题”连接起来。

（四）、整理思维过程。在完成思维导图后，再用阿拉伯数字把它们标记出来。任何一个“次主题”都要用一种颜色来表示。而且，如果可能的话，要尽可能用图像来表达一个关键字，这可以大大加深记忆。

三、思维导图应用于教学——平行四边形章末复习的教学片段

（一）、小组合作，课前准备

师:以学习小组为单位，制作本章知识思维导图，将本章的平行四边形、矩形，菱形、正方形的概念、性质，判定等的知识相互关系。

【教学意图】利用思维导图用形象的图形和丰富颜色吸引学生参与归纳平行四边形整章知识，先将知识点整合，建立知识思维，对已学知识进行加深领悟，知识点储备好，对练习训练才能做到灵活运用。在制作思维导图的过程中潜移默化的将平行四边形知识回顾，归纳一遍，提高知识归纳总结的方法和能力。同时也通过思维导图让教师了解学生掌握基本知识的程度，对后面的教学有的放矢。

（二）、展示优秀思维导图，每组派代表分析制作意图 师：各个组请派发言人展示本组成果。

生1：我们小组认为平行四边形本章的知识点多而杂，组织所有组员一起将本章知识进行回顾，并讨论如何梳理和整合本章知识点，我们利用课前时间一起将我们的思维导图制作在黑板上，主要想让同学们和老师更直观的体会我们的思维过程，我们利用形象的符号表达关键词，既直观又节省时间。

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生2：我利用多媒体展示我们组平行四边形的思维导图，我们组一起总结了平行四边形、矩形、菱形、正方形的定义、性质和判定定理，同时我们组也一起回顾了这些图形的面积公式，也复习了两个“一半”三角形中位线平行且等于斜边的一半和直角三角形斜边上中线等于斜边的一半。

【教学意图】学生展示本组制作的思维导图是学生制作思维导图的一种评价方式。通过课堂展示，学生再次回顾知识，锻炼学生的表达能力，通过思维导图的展示让学生感受到学生自己是课堂的一员，体现了学生是课堂的主体。附：学生优秀思维导图

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平行四边形章末复习中应用了思维导图，让学生在绘画中，将平行四边形整章的知识要点的关系进行梳理和整合。制作思维导图时，学生使用线条、图形、颜色、词汇、符号等元素，把平行四边形、矩形、菱形、正方形的相互关系层级图表现出来，把一长串枯燥的基本知识变成彩色的、容易被记忆的图画，帮助学生理顺知识脉络结构，能够增强学生的记忆能力和总体规划能力。思维导图在教学中的应用迅速帮助老师了解学生的思维动态，并对教学策略作出调整，使教学更有针对性，更有成效；理顺知识脉络结构后再以经典习题巩固，学生强化对所学知识并加深理解.四、思维导图在中学教学实践反思

（一）、思维导图还能利用于教师备课、学生课前预习、课堂笔记、解题思路等教学与学的环节中，接下来将进一步研究思维导图在数学教学中的应用，使思维导图成为教与学的有效策略。

（二）、思维导图作为一种思维方式，应该是逐渐养成的。所以不能急于求成，要让学生逐步养成这样的思维方式；

（三）、利用电脑软件来绘制思维导图快捷、美观，条理清晰,但如何在课堂上实现软件绘制思维导图是有待探索的；

（四）、思维导图只是一种手段，不能代替所有教法，在课前预习、课堂记笔、章末复习和学科复习时，可以帮助我们更好的理清思路，总结归纳更愉悦更有效地学习。

（五）、思维导图在数学教学和学习中渗透整合、梳理的思想，生活中的其他的事务也可以用思维导图的思想和方式来清晰表达，可以鼓励学生将这种思维方式应用到生活的各个方面。

思维导图在提高学生自主学习能力和梳理整合知识的建构能力同时，学会将思维导图的思想和方式尽可能多的应用于生活和学习的各方面，从而提高学习和生活的效率。数学教学留给学生的实际应用价值是分析问题和解决问题的能力和方法，思维导图制作和应用形成的思想和能力可以应用于实际事件分析、实施和总结的各个过程。希望通过我们师生不断的实践，最终使得思维导图的方法成为我们师生终身的一种学习习惯和一种思维方式。

参考文献：

[1] [英]东尼·博赞.思维导图 李斯译.作家出版社，1999

[2]胡亚云.思维导图在初中数学教学中的应用.《新课程：教育学术版》.2009

[3]陶爱玲.浅谈思维导图在初中化学教学中的应用.南京竹山中学.5 / 5