5
4。1 The characteristics and styles of middle school students’ Mind Maps 5
4。1。1 The frequency and choice of words extracted: verb>adjective>noun 5
4。1。2 Students’ own free thinking ways and structuring modes 6
4。1。3 The important role of visual image 8
4。2 Factors that hinder students’ reading and understanding reflected in the Mind Map 8
4。2。1 From the center image 8
4。2。2 From the hierarchy and categorization 9
4。2。3 From the branches and feedback 10
4。3 Enlightenment and advice from the analysis of Mind Map structure 12
4。3。1 The applicability of Mind Maps 12
4。3。2 Teachers, to be the better facilitator 13
5。 Conclusion 15
References 17
1。 Introduction
Recently, there has been growing interest in applying the Mind Map in English teaching。 Because of the education reform, teaching techniques are required to be more creative, powerful and adaptable rather than traditional way。 Mind map as a novel graphic technique has been soon used and popular in English teaching。 Tony Buzan is the initiator of the Mind Map。 The Mind Map is an expression of Radiant Thinking and is therefore a natural function of the human mind。 It is a powerful graphic technique which provides a universal key to unlocking the potential of the brain。 The Mind Map can be applied to every aspect of life where improved learning and clearer thinking will enhance human performance[Buzan T。 & Buzan B。, 1993]。 With the population and development of the Mind Map, the value of Mind Map has been accepted and proved by more and more researchers such as Budd[2004], Doss, et al。,[2010], ZhaoGuoqing[2012] and so on。
In teaching field, the ways how the mind maps can be used are distinguished by Novak [1998], which is learning strategies, teaching strategies and the instruction as the whole, and a means of collecting information about learner’s understanding of the learning content。 Mind maps help students clarify their thinking and lay the foundation for in-depth expertise related to the review of the literature and conceptual framework[Kotcherlakota, e al, 2013]。 This learning strategy facilitate student learning[Annemarie Rosciano, 2015]。 Besides, in the middle school stage, students are in the need of adaptive reading to develop their reading competence[Christine Garbe, Karl Holle, Swantje Weinhold, 2010]。 Thus it can be seen, the application of Mind Map in the post-reading phase for middle school students is valued and develops rapidly。 。
2。 Literature review
2。1 The function rationale of the Mind Map
Note the nonlinear, free-associative nature of Mind Map-a technique that works the way your brain does[Buzan, 1998]。 Mind Map’s main advantages and function rationale are as following:
1。It avoids the traditional disadvantages of linear notes。
2。It applies and is similar to the function rationale of brain。
Mind Map offers all the advantages of a method which works in harmony with brain, utilizing and releasing the full range of its capabilities[Buzan, 1993]。 Compared with the traditional linear notes, the wonderful faculty visual image tool, which links the effects of vision and imagery, has played an important role in the Mind Map[Steven Pinker, 1999]。 The characteristics of image thinking such as hierarchy, completion, emotionality and so on which are elaborated by Yang Dingchun also emphasize the effect of imagery。 The mind is seen as a network system, which is embodied and extended[Handl, Sandra et al, 2011;David J。 Staley, 2014]。 Buzan thinks the Mind Map allows an infinite sequence of associative probes which can fit the radiant thinking association machine--brain。 Caviglioli et al[2002] agree that Mind map can make people become a better thinker。 Because of its multidimensionality, Mind Map has been used and developed in different fields, especially education。 初中生如何构建思维导图的研究(2):http://www.youerw.com/yingyu/lunwen_87823.html