第一篇：思維導圖在初中低段年級英語寫作中的應用

思維導圖在初中低段年級英語寫作中的應用

上海市三新學校 郝小鷗

【摘 要】寫作水平的高低往往表現(xiàn)為寫作者是否靈活地使用恰當?shù)脑~語和句子，是否恰當?shù)厥褂藐P聯(lián)詞，過渡句等等。本文在對初中低段年級寫作現(xiàn)況進行分析的基礎上，將思維導圖應用于初中低段年級英語寫作中，對學生進行相關的寫作訓練和寫作指導。這種新穎的教學方式確實可以使學生產(chǎn)生英語寫作學習的興趣，給學生提綱示范，啟發(fā)學生發(fā)散思維，給篇章寫作奠定良好基礎他們的創(chuàng)造能力和發(fā)散性思維，提高寫作能力。

【關鍵詞】思維導圖 英語寫作 初中低段年級

一、思維導圖在初中低段年級英語寫作中應用的提出

英國學者托尼·博贊在20世紀60年代發(fā)明了一種可以幫助學習和思考的工具—— 思維導圖。思維導圖盛行于國外，特別是歐美國家的一種教學形式，依據(jù)大腦思維放射性特點，思維導圖的發(fā)散性和圖表化特點，促使學生通過抽象與形象相結合的圖表完成思維引導。制作思維導圖時，先把主題集中在圖形的中心位置，用一種聯(lián)想的方式進行思考、組建并整理復雜的知識體系，使其成為更容易被學生所認知和接受的事物。思維導圖有四個基本特征：（1）注意的焦點清晰地聚焦在中央圖形上；（2）主題的主干作為分支從中央圖形向四周放射；（3）分支是由一個關鍵的圖形或者寫在產(chǎn)生聯(lián)想的線條上面的關鍵詞來構成的，次要的內(nèi)容也以分支形式表現(xiàn)出來，附在較高層次的支干上；（4）各分支形成一個連接的節(jié)點結構。思維導圖的結構可以讓思維盡可能自由地發(fā)揮，其目的是為了將圍繞中心思想產(chǎn)生的一切思維都回憶起來，而寫作本身是一種思想情感的表達，是對讀、對聽、對說的最好的反饋。這種反饋是其它學習形式，其他練習形式所代替不了的。寫作水平的高低往往表現(xiàn)為寫作者是否靈活地使用所學的詞語和句子，是否恰當?shù)厥褂藐P聯(lián)詞、過渡句等等，然而在實際寫作中，學生往往因為寫作缺乏合適的指導，寫作時沒有章法，思路難以拓展開，寥寥數(shù)語就草草地結束文章。思維導圖，這種思維工具恰好有助于優(yōu)化學生的思維模式，給學生提綱示范，啟發(fā)學生發(fā)散思維，給篇章寫作奠定良好基礎他們的創(chuàng)造能力和發(fā)散性思維，在學生的寫作過程中能起到一個“支架”的作用，幫助學生擬定提綱、撰寫草稿、修改作文等。現(xiàn)行的《英語課程標準》明確地把對“寫”的要求列入了英語語言技能的目標中，注重培養(yǎng)中學生在書面上運用英語的交際能力。因此，如何提高學生的英語寫作能力已成為筆者必須思考的問題。

二、思維導圖在初中低段年級英語寫作中的應用

初中寫作過程中，如需達到有效寫作，那么學生需要調(diào)動所學的語言知識，進行遣詞造句，篇章構思。因此，在初中英語寫作教學過程中，筆者認為可適當運用思維導圖，巧妙啟發(fā)與指導。思維導圖的作用在于能給學生給予提綱示范，調(diào)動學生頭腦中與之相關的知識，啟發(fā)學生發(fā)散思維，將零散的知識綜合起來，提高思考技巧，創(chuàng)造力與組織力，給篇章寫作奠定良好基礎。同時，借助思維導圖，可簡化復雜問題，將學生的思維過程外顯出，促進師生和生生之間的相互交流與分享，充分發(fā)揮學生主動性，完善學生思維過程，使其能更好的完成寫作任務。那么，思維導圖在英語寫作教學中,筆者是怎樣具體應用的呢？

1.導出所需的詞匯，形成一個圍繞主題的網(wǎng)絡結構

詞匯是文章的基礎，要寫好一篇作文表達自己的思想，必須以足夠的詞匯作為基礎，沒有一定的詞匯量就很難寫出好文章。教師提供一個作文題目，學生根據(jù)該作文題進行審題立意，選定并圍繞一個主題。在思維導圖中，常常以這個主題進行聯(lián)想，像暴風驟雨一樣給頭腦以猛烈沖擊，從而使學生們能在較短時間內(nèi)，盡可能多地說圍繞該主題的相關詞匯，并利用思維導圖將與其有聯(lián)系的詞匯聯(lián)系成一個網(wǎng)絡結構。

例如：7B Module Two Unit 6 Hard work for a better life 中，當學習完About the seasons一課后，筆者擬定的作文題目為：My favourite season.具體做法如下：第一，筆者在課堂上給出作文題目，根據(jù)作文題目給出的中心詞為“favorite season”。第二，為了在短時間內(nèi)可以收集到關于四季的相關詞匯，筆者把全班分成四個小組，給每個小組不同的主題詞，每組學生根據(jù)所給定的主題詞，結合所提的問題“What does each season make you think of ?”積極開動大腦，回憶與他們需要談論的季節(jié)相關的詞匯，形成自己的思維導圖。此時，筆者在屏幕上呈現(xiàn)如下導圖：

第三，學生根據(jù)筆者所給的思維導圖的框架，完成自己的相關詞匯的思維導圖。組內(nèi)研究討論每個人的思維導圖，然后集合成每個小組的導圖。第四，進行小組展示。展示期間，筆者利用不同的獎勵機制和競賽機制（奪紅旗）,鼓勵學生圍繞所給的關鍵詞盡可能多的寫出相關的詞匯。

充分利用思維導圖來拓展延伸相關詞匯，再在教師的指點下進行加工整理，以其中的一個小組討論的我最喜歡的季節(jié)——春天為例，最終呈現(xiàn)如下思維導圖：

這一階段，讓學生圍繞話題，有方向的討論，相互補充，畫出思維導并展示，不僅能激發(fā)學生的想象力，找到詞與詞之間的聯(lián)系，還可以激活學生記憶單詞的興趣同時也培養(yǎng)了學生合作學習的能力。

2.導出句型結構，進行遣詞造句 句子是文章中表達思想的最基本的單位。有了前面詞匯的基礎，抓出每個句子所需的關鍵詞，進行逐一造句。繼續(xù)以“My favorite season”為例，教師同樣可利用思維導圖讓學生回憶出本課中所學的重點句型，或是可以用于這篇作文寫作的句型，并且選擇合適的句型結構。思維導圖呈現(xiàn)如下：

如有的學生選擇了：“It is + adj./ n + to do something”，進而選擇思維導圖中的詞匯和短語進行造句，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.當然，筆者鼓勵不同層次的學生造出的是不同層次的句子，也就是說班級中有能力的學生可以造出復雜的句子，而能力較差的學生可以造出簡單的句子。如：A lot of animals which are sleeping in the winter start waking up when they hear the first thunder in spring.（有能力的學生能夠造出的較復雜的句子）A lot of animals wake up in spring.（能力較差的學生能夠造出的簡單的句子）在學生們的同時，教師需巡視并指導學生造句子，鼓勵學生把正確的句子寫出來，提醒組內(nèi)學習能力較強的學生要關心那些組內(nèi)學習能力較弱的學生?？梢酝ㄟ^交換看各自所寫的句子方式，來達到相互學習和互相糾錯的目的，在糾錯的過程中如發(fā)現(xiàn)了組內(nèi)不能解決的問題，也可向教師提問。最后，鼓勵學生到黑板前寫句子，盡量讓每個小組都有展示的機會。

通過這一環(huán)節(jié)使學生形成由詞拓展到句子的意識，在頭腦中形成正確句子。發(fā)揮小組作用，激發(fā)學生的表現(xiàn)欲，鼓勵薄弱學生積極參與組內(nèi)活動，讓每個學生圍繞主題都有話可說，培養(yǎng)他們寫作的自信心。

3.導出整體框架，理清寫作思路

通過思維導圖，理清思緒，給出寫作框架，以便抓住中心，不偏題跑題，將語言輸入與語言運用更為緊密的聯(lián)系在一起，真正提高學生的語言運用能力，為學生獨立創(chuàng)作語篇，提供直接的語言輸入。在這個過程中，可以幫助學生將瑣碎凌亂的知識系統(tǒng)化和整體化，應用到寫作中。

例如：在學完6B Module One Unit 3 Dragon Boat Festival，筆者要求學生以My favourite Chinese festival 為題寫一篇不少于55詞的文章。具體做法如下：首先，根據(jù)作文要求，畫出中心主題“my favorite Chinese festival”，然后在與主題相連的四個分支上寫上整體、開頭、正文和結尾，對文章進行整體把握。如文章的整體包括文章的段落 —— 三段式；文章的時態(tài) —— 一般現(xiàn)在時；文章以開門見山的形式開頭，并可提供開頭主題句的例句，如：Of all the Chinese festivals, I like ? best。其次，考慮文章的正文。文章的正文部分由若干個子句來支持主題句。文章的正文部分由三個部分組成：選擇可能要用到的詞匯。由于對于初中低段年級，英語作文的要求是不少于55個詞，所以在正式寫作時必須要選擇出所需的詞匯，而不是把所有在思維導圖中涉及的詞匯全部用到；要求學生用好句與句之間的必要的過渡詞銜接詞如可用：first , second, finally來表示時間關系。用“What’s more, besides, in addition”來表示遞進關系。用“for one thing ?for the other thing”來表示對稱關系等等。銜接詞的應用能有效地構建文章的起、承、轉(zhuǎn)、合，使全文渾然一體，自然連貫和邏輯性；選擇句型結構，初中低段年級的學生寫作時所應用的句式結構還是以陳述句為主，當然英語基礎較好的學生也可使用從句。然后，以一個簡單而點題的句子結尾，對文章主題加以歸納總結，也可提供結尾例句。如：I am always happy at? / I have a good time at ?最后，學生需要將這些句子寫下來，再進行修改(單詞、句子結構、人稱等)，修改時可以先自我檢查，再交換檢查。最后進行潤色和整理，最后定稿。思維導圖如下：

總之，借助思維導圖寫英文作文的思考流程大致如下：根據(jù)題目，初定寫作內(nèi)容，確定關鍵詞，初步搭建框架 → 尋找詞塊和語塊 → 畫出作文Mind map → 小組討論，補充作文框架 → 根據(jù)自己的Mind map寫作文 → 作文修改潤色。

三、思維導圖在初中低段年級英語寫作教學應用的思考

第一，教師應充分利用教材每個模塊的話題，給學生創(chuàng)造用思維導圖寫作的機會。我們知道，牛津教材中每個Module都有不同的單元。其實，每個單元都一個主題，那么根據(jù)每個單元不同的主題可以繪制出一個個思維導圖用于寫作。如：7A Module 2 Unit 4 Jobs people do、7B Module 1 U2 Going to see a film等等。開始教學生用思維導圖寫作時，要耐心細致地手把手地教。邊畫邊講，讓學生明白如何設計每個分支，設計這些分支的目的，怎樣完成每個分支，怎樣完成一個完整的思維導圖，又是如何將思維導圖變成作文的。

第二，給學生親自體驗的機會，慢慢地鼓勵學生根據(jù)話題，獨立完成一個完整的思維導圖。在班級中利用一個特定的區(qū)域來展示不同學生的優(yōu)秀的思維導圖，用于相互學習，從而達到提高制作思維導圖能力的作用。

通過實踐，筆者發(fā)現(xiàn)通過思維導圖，確實能幫助學生理清思緒，構建出寫作框架，緊緊地抓住中心，不偏題跑題，將語言輸入與語言運用更為緊密的聯(lián)系在一起，真正起到提高學生的語言運用能力的作用，為學生獨立創(chuàng)作出好的語篇提供最直接的幫助。

參考文獻：

【1】上海市中小學課程教材改革委員會辦公室.上海市中小學英語課程標準[M].上海教育出版社,2005 【2】魯子問,康淑敏.英語教學方法和策略[M].華東師范大學出版社,2013年第4版 【3】東尼.博贊,巴利.博贊.思維導圖[M].中信出版社,2009 【4】教育部基礎教育課程教材專家工作委員會.義務教育英語課程標準解讀(2011版)[M].北京師范大學出版社,2011 【5】李娜.思維導圖在英語寫作中的探究[J].學科教學.2012.10 【6】綦坤.淺談思維導圖在初中英語寫作中的應用[J].英語天地.2012.9

第二篇：思維導圖在英語閱讀教學中的應用

將思維導圖和拼圖閱讀法應用于英語閱讀教學中

基礎教育階段英語課程的目標是培養(yǎng)學生綜合運用語言的能力。其中培養(yǎng)閱讀能力和口頭表達能力，是中學英語教學的重中之重，是培養(yǎng)學生綜合運用英語能力的主要內(nèi)容。然而在傳統(tǒng)英語教學中長期存在著“重知識講授，輕能力培養(yǎng)”的現(xiàn)象，經(jīng)常是教師“獨霸課堂”，而學生則成為被動的課堂配角。這樣的課堂上學生缺乏生生互動，很大程度上影響了學生的積極性和主動性的培養(yǎng)，難以達到發(fā)展學生語言閱讀能力的目的。如何改變這一教學劣勢呢？

可喜的是在新一輪的教學改革中，小組合作學習成為了主旋律。它不僅強調(diào)學生是學習和發(fā)展的主體，而且也強調(diào)了學生學習方式的變化，符合《英語課程標準》的“倡導學生主動參與、合作、交流與探究等多種學習活動，改進學習方式，促進學生互相學習，互相幫助，體驗集體榮譽感和成就感，使學生真正成為學習的主人”的要求。

為了充分發(fā)揮合作課堂的優(yōu)勢，教師在實際教學中要精心設計實際教學活動，力求把學生的“交往活動”即“合作學習”融入到語言學習活動中。Mind Map 教學法和Jigsaw-reading教學法就是實施合作學習的一個好途徑。

思維導圖（Mind Map）是放射性思維的表達方式，以直觀形象的圖示建立起各個概念之間的聯(lián)系，把枯燥、零碎的信息變成容易記憶的、有高度組織性的圖，利用記憶、閱讀、思維的規(guī)律，實現(xiàn)左右腦的協(xié)調(diào)發(fā)展，幫助人們改善思維，提高學習效率。應用思維導圖開展英語閱讀教學，有利于激發(fā)和培養(yǎng)學生學習英語的興趣；有利于培養(yǎng)學生觀察、記憶、思維、想象的能力，培養(yǎng)他們的發(fā)散思維與邏輯思維，激發(fā)學生的思維潛能，形成一定的綜合語言運用能力，提高課堂教學效率。由于閱讀的前提條件是激活學生已有的語言知識和文化背景知識，通過思維導圖討論，引導學生調(diào)用已有的認知圖式，進行復習，更充分全面地激活舊知識，分類已有的知識，為新知做好鋪墊。我在閱讀教學中有效地利用了思維導圖，來引導學生在閱讀時理清思路。幫助學生在關鍵詞之間產(chǎn)生清晰的聯(lián)想，了解了自己的思維過程，從而發(fā)展了聯(lián)想思維的能力，為文本的理解充分地進行鋪墊，引導學生使用思維導圖，羅列相應的語言框架，幫助學生理清了思路。在思維導圖的幫助下，學生很容易理解文章。因此，英語閱讀教學中，教師要充分利用思維導圖發(fā)展學生的閱讀思維。

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Jigsaw Reading 從字面上講可以譯為“拼圖閱讀”，專業(yè)上又把它譯為“互補式閱讀”,是一種合作學習的活動模式。這種合作學習的起源最早可追溯到1971年美國，是加州大學Aronson教授與同事共同研發(fā)而成。其操作原理是：將學生們分成小組，再將閱讀材料分成幾個部分，每個小組成員獨立完成自己負責的一個部分，然后與來自其他小組負責同一內(nèi)容的成員組成專家組（expert group）共同討論學習，最后回到自己的小組（home group），把自己的學習收獲教授給小組成員。小組內(nèi)每個成員負責一段教材的教學活動，通過相互教授和討論，使全組人員得以學習整篇文章的內(nèi)容。在Aronson的基礎上，Slavin進行了進一步的改進，用小組成員的提高分來計算小組的得分，讓小組的每一個成員都收獲成就感。這種教學方法與傳統(tǒng)的師生互動或一個學生對全體學生的交流模式相比，優(yōu)勢是互動面更廣、效率更高。

合作學習中學生合作的源動力是什么呢?是信息差。所謂信息差就是人們對事物或人了解、知曉的程度存在著差距。人與人之間進行談話交流,是因為談話雙方之間有了信息差,彼此都想了解對方的信息,才產(chǎn)生了交流的愿望和想法。英語教學也一樣,要想讓學生運用英語進行有意義的交流,就必須在雙方或多方之間制造信息差,他們想從對方了解到有關信息,他們才會產(chǎn)生用英語交流的動機,從而為合作學習奠定基礎,才能達到運用語言的目的。Jigsaw Reading教學法就充分的利用了信息差，激勵所有學生主動學習——每個組員通過專家組學習掌握了“獨家”資料，為了獲得全篇文章的信息，必須用英語與組員交流探討，從而得到自己需要的信息。這樣可以在最短的時間內(nèi)充分調(diào)動每一個學生參與到閱讀和口語學習過程中，所有Jigsaw Reading 教學法是一個把英語閱讀教學和口語教學相結合的好方法。

第三篇：思維導圖在小學英語中的應用

關于思維導圖在小學英語課堂教學中的運用探究 摘要：本文分析了思維導圖作為教學工具在小學英語課堂教學中應用的優(yōu)勢，并結合一線課題指導實踐，通過具體的教學案例探討了思維導圖在復習導入、單詞學習、協(xié)作交流、話題作文、快速閱讀、課堂內(nèi)容復習等教學環(huán)節(jié)的操作方法，試圖探尋出一條有效開展小學英語課堂教學的實踐之路。

關鍵詞：思維導圖；小學英語；教學工具；應用

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 “l(fā)inear 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：思維導圖在小學寫作教學中的應用

思維導圖在小學寫作教學中的應用

一、課程標準視野下小學寫作教學的要求

新課程標準指出：“寫作是運用語言文字進行表達和交流的重要方式，是認識世界、認識自我、創(chuàng)造性表述的過程?！睂懽髂芰κ钦Z文素養(yǎng)的綜合體現(xiàn)。寫作教學應貼近學生實際，讓學生易于動筆，樂于表達，應引導學生關注現(xiàn)實，熱愛生活，積極向上，表達真情實感。教師在實際教學中，應該引導和幫助學生做到以下幾點。

（一）真情實感

寫作，是對自己的精神世界和內(nèi)心感情的發(fā)掘和表達，絕不是一味的模仿和照搬。只有“我手寫我心”，這樣的文章才是情感的真實流露，才能感動自己，才能感動別人，才能體現(xiàn)“認識世界、認識自我、創(chuàng)造性表述的過程”。

（二）創(chuàng)新

小學生由于受思維發(fā)展水平及閱歷的限制，寫作上的創(chuàng)新應該是基于此基礎的創(chuàng)新。具體一點，創(chuàng)新就是小作者們以他們獨特的視角及思考表達自己的內(nèi)心世界和精神情感。每個教師應該是《窗邊的小豆豆》里巴學園的校長，不能過于以應試的標準去要求學生寫作，而應最大限度地保護和鼓勵學生的創(chuàng)見。

（三）學生的主體地位

新課程標準旗幟鮮明地指出，在語文教學中應“積極倡導自主、合作、探究的學習方式”。學生，是處于發(fā)展中的個體，不論是語言還是思維等方面都還在不斷完善，這就要求廣大的教育工作者幫助和引導學生，不能忽略學生主體性的發(fā)展。在保證學生主體性的基礎上，保證寫作教學過程中的秩序及效果，這是教學工作中的重點和難點，亟待我們?nèi)ヌ剿骱桶l(fā)展。

二、思維導圖的特點及其在小學寫作教學中的優(yōu)勢

思維導圖由世界著名教育學家、心理學家托尼·巴贊于上個世紀70年代提出，作為一種簡單有效的鍛煉思維的工具，思維導圖充分運用圖文并重的技巧，將各級主題的關系用相互隸屬或相關的層級圖表表現(xiàn)出來，把主題關鍵詞與圖像、顏色和空間等建立起記憶鏈接。

用思維導圖提升智力、能力從而提高思維水平，已被越來越多的人認可。哈佛大學、劍橋大學都在使用思維導圖這項思維工具教學;在新加坡，思維導圖已經(jīng)基本成為中小學生的必修課。

小學生的智力正處于圖像記憶的階段，如果運用得當，可取得事半功倍的效果。反映在小學寫作教學中，思維導圖具有以下優(yōu)勢。

（一）發(fā)散性

思維導圖的結構類似于大腦神經(jīng)元網(wǎng)絡分布圖形。它往往是從一個點或者一個關鍵詞人手，隨著研究的深入，逐步擴散開來，最后形成一個相互聯(lián)系又不斷延伸的脈絡結構圖。寫作時，學生可以圍繞某個關鍵詞進行自由發(fā)散，可以從根本上解決學生不知道作文怎么寫的難題。另外，由于每個人的經(jīng)歷和思維都不一樣，所以寫出來的作品都是閃著光的藝術品。這一點，正是呼應了時代對于創(chuàng)新精神的召喚。

（二）直觀形象性

從認知心理學的角度來看，思維導圖穿插使用大量形象生動的圖片和符號，將復雜的知識體系結構直觀化、圖像化，幫助我們強化關鍵詞，可以極大地促進學生想象力，可以促進學生思維水平的提高。

（三）師生互動性

在借助思維導圖進行寫作的過程中，學生是“第一作者”，教師是“第二作者”，學生的主

體地位在無形中得到了鞏固。另外，教師也可以完成自己的思維導圖，最后與學生交流，甚至“一決高下”。這個過程是師生互動的過程，思維的碰撞，會擦出最閃亮的火花。

三、思維導圖在小學寫作教學中的應用探究

那么在具體的實際教學中，我們應該如何利用思維導圖這一全新的思維工具呢？

（一）準備過程——以教師為主導

寫作之前，教師首先要提前收集、整合資源，制作自己的寫作導圖。教師要告訴學生將要寫的作文主題，調(diào)動學生的主動性，去收集、整合資源。這個過程中，教師應該把握好一個度，否則會影響學生聯(lián)想和想象的發(fā)揮。這個準備過程中，教師發(fā)揮主導作用。

（二）教學過程——以學生為主體

課堂上，有了前期的準備，學生在教師的指導下進行思維導圖的繪制，并完成習作。這重頭戲，語文教師針對思維導圖的繪制過程中容易犯的錯誤要進行提醒。然而，這個過程中教師不要過于干涉學生，盡量保證學生的主體地位，以激發(fā)學生完成習作的積極性。

（三）評價過程——師生共同成長

學生完成了習作之后，教師可以首先展示自己的作品，讓學生去點評。這個過程，正是師生思維碰撞的過程，教師應該以適當?shù)姆绞街赋鲎约鹤髌返膬?yōu)點。值得注意的是，要引導學生往優(yōu)點方向發(fā)揮，否則學生不能很好地去發(fā)現(xiàn)、學習別人的優(yōu)點。

另外，教師在對學生的思維導圖和習作進行反饋的時候，要對每個學生進行有針對性的評價，對于缺點要有藝術性地指出，以促進學生的進步。如果點評不到位，學生的思維發(fā)展可能得不到提升，甚至停步不前。對于學生作品中有創(chuàng)意的地方，教師應該鼓勵，也應該引導其他學生去發(fā)現(xiàn)和學習。

誠然，思維導圖對于小學寫作教學有著不可比擬的優(yōu)勢，但是在具體的實施過程中也有許多值得注意和亟待解決的地方，比如怎樣培養(yǎng)掌握思維導圖的教師，怎樣量化思維導圖的教學效果等，這些都是值得研究的地方。但是，我相信思維導圖在寫作教學中的應用必將成為一種主流，從而促進寫作教學的進步，促進中國素質(zhì)教育的進步。

第五篇：思維導圖在初中數(shù)學的應用

思維導圖在初中數(shù)學教學的應用

——以《平行四邊形章末復習》一課為例

凱里市第十二中學 姜宗倩

摘要：在這個知識和信息的時代，讓學生具備學習的愿望、興趣和方法，比記住一些知識更為重要。學生面對無限的知識和有限的時間，知識學得越多，筆記記得越多，思維反而更加混亂。探索學生學習的最佳方式和途徑，使學生達到最佳的學習效果和能力培養(yǎng)。通過尋找知識之間的聯(lián)系，制作出一種有效的思維工具——思維導圖，思維導圖能促進建構性學習和知識整合，從而提高學習和生活的效率。本文以人教版八年級下冊第18章平行四邊的章末復習一課為例，闡述思維導圖在課堂中的應用，并分享學生因思維導圖的建構性思維和有趣性吸引，主動地積極參與課堂中。

一、思維導圖在數(shù)學教學的必要性

在中學數(shù)學教學實踐中，學生經(jīng)常出現(xiàn)這些現(xiàn)象：

（一）、課堂知識聽得懂，課后知識記不住。

（二）、課堂知識能理解，課后練習不會做。

（三）、熟悉題型能解決，陌生題型無從入手

這些現(xiàn)象凸顯出學生學到的數(shù)學知識比較零散，學生沒有進行知識整合，沒有建立知識體系，不能靈活地運用所學知識和技能，同時學生的建構思維能力還有待提高。在新課程背景下，教師如何引導學生理清各知識之間的邏輯關系并且能夠自主整合知識，建構有機的知識體系呢？在教學實踐中，筆者發(fā)現(xiàn)思維導圖是教師開展教學的一種較好的教學手段。

思維導圖,也稱心智圖。由20世紀70年代被稱為 “世界記憶之父”的英國著名學習方法研究專家東尼·博贊所創(chuàng)造的一種思維模式和學習方法。思維導圖通過捕捉和表達發(fā)散，思維導圖能夠?qū)⒋竽X內(nèi)部零亂、枯燥的信息運用圖文并用的方式，把各級主題的關系用相互隸屬與相關的層級圖表現(xiàn)出來，使用線條、圖形、顏色、詞匯、符號等元素有序的、條理清晰的可視化圖表呈現(xiàn)出來，從而充分開發(fā)大腦潛能，極大激發(fā)人們的創(chuàng)造能力。它既可呈現(xiàn)知識網(wǎng)絡，也可以呈現(xiàn)思維過程?；谒季S導圖可以讓學生在繪制導圖的過程將知識點梳理整合和強化鞏固，這樣的學習過程能很好的體現(xiàn)了建構主義理論的理念，在教育教學中會產(chǎn)生積極的影響。思維導圖在教學方面的使用可以幫助老師迅速了解學生的思維動態(tài)，并對教學策略作出調(diào)整，使教學更有

關鍵詞：數(shù)學教學 學生 思維導圖平行四邊形

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針對性，更有成效；同時它也可幫助學生理順知識脈絡結構，提高記憶力，增強學習能力。

二、如何制作思維導圖

思維導圖促進中學數(shù)學課堂有效教學，教師應讓作為課堂主體的學生，了解思維導圖是什么，有什么好處，如何制作思維導圖。目前制作思維導圖的工具很多，除了word、ppt外，還有專門制作思維導圖的專業(yè)軟件如mindmanager等。但限于條件，在課堂上只探討如何讓學生體驗思維導圖的手工制作和黑板繪制。制作材料：白紙和多種顏色筆或者黑板和粉筆、你的大腦和你的想象。制作步驟：

（一）、首先把知識點的中心定為思維導圖的主題并畫在紙或者黑板的中央。主題 可以用關鍵詞或圖形來表示。主題是所學知識中表達核心意思的字詞，應該是具體的、有意義的，有助于我們進行回憶。

（二）、其次由中心知識點延伸出下一層知識點定為“次主題”，“次主題”和主題一樣可以用關鍵詞和圖形來表示。

（三）、在“次主題”后，羅列更為細節(jié)的要點。這個時候要注意的是，不要強迫自己用一定的順序或結構來羅列要點。當任何一個知識要點出現(xiàn)的時候，盡可以自然地將它用關鍵詞或者圖形的方式表達出來，并把它和最相關的“次主題”連接起來。

（四）、整理思維過程。在完成思維導圖后，再用阿拉伯數(shù)字把它們標記出來。任何一個“次主題”都要用一種顏色來表示。而且，如果可能的話，要盡可能用圖像來表達一個關鍵字，這可以大大加深記憶。

三、思維導圖應用于教學——平行四邊形章末復習的教學片段

（一）、小組合作，課前準備

師:以學習小組為單位，制作本章知識思維導圖，將本章的平行四邊形、矩形，菱形、正方形的概念、性質(zhì)，判定等的知識相互關系。

【教學意圖】利用思維導圖用形象的圖形和豐富顏色吸引學生參與歸納平行四邊形整章知識，先將知識點整合，建立知識思維，對已學知識進行加深領悟，知識點儲備好，對練習訓練才能做到靈活運用。在制作思維導圖的過程中潛移默化的將平行四邊形知識回顧，歸納一遍，提高知識歸納總結的方法和能力。同時也通過思維導圖讓教師了解學生掌握基本知識的程度，對后面的教學有的放矢。

（二）、展示優(yōu)秀思維導圖，每組派代表分析制作意圖 師：各個組請派發(fā)言人展示本組成果。

生1：我們小組認為平行四邊形本章的知識點多而雜，組織所有組員一起將本章知識進行回顧，并討論如何梳理和整合本章知識點，我們利用課前時間一起將我們的思維導圖制作在黑板上，主要想讓同學們和老師更直觀的體會我們的思維過程，我們利用形象的符號表達關鍵詞，既直觀又節(jié)省時間。

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生2：我利用多媒體展示我們組平行四邊形的思維導圖，我們組一起總結了平行四邊形、矩形、菱形、正方形的定義、性質(zhì)和判定定理，同時我們組也一起回顧了這些圖形的面積公式，也復習了兩個“一半”三角形中位線平行且等于斜邊的一半和直角三角形斜邊上中線等于斜邊的一半。

【教學意圖】學生展示本組制作的思維導圖是學生制作思維導圖的一種評價方式。通過課堂展示，學生再次回顧知識，鍛煉學生的表達能力，通過思維導圖的展示讓學生感受到學生自己是課堂的一員，體現(xiàn)了學生是課堂的主體。附：學生優(yōu)秀思維導圖

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平行四邊形章末復習中應用了思維導圖，讓學生在繪畫中，將平行四邊形整章的知識要點的關系進行梳理和整合。制作思維導圖時，學生使用線條、圖形、顏色、詞匯、符號等元素，把平行四邊形、矩形、菱形、正方形的相互關系層級圖表現(xiàn)出來，把一長串枯燥的基本知識變成彩色的、容易被記憶的圖畫，幫助學生理順知識脈絡結構，能夠增強學生的記憶能力和總體規(guī)劃能力。思維導圖在教學中的應用迅速幫助老師了解學生的思維動態(tài)，并對教學策略作出調(diào)整，使教學更有針對性，更有成效；理順知識脈絡結構后再以經(jīng)典習題鞏固，學生強化對所學知識并加深理解.四、思維導圖在中學教學實踐反思

（一）、思維導圖還能利用于教師備課、學生課前預習、課堂筆記、解題思路等教學與學的環(huán)節(jié)中，接下來將進一步研究思維導圖在數(shù)學教學中的應用，使思維導圖成為教與學的有效策略。

（二）、思維導圖作為一種思維方式，應該是逐漸養(yǎng)成的。所以不能急于求成，要讓學生逐步養(yǎng)成這樣的思維方式；

（三）、利用電腦軟件來繪制思維導圖快捷、美觀，條理清晰,但如何在課堂上實現(xiàn)軟件繪制思維導圖是有待探索的；

（四）、思維導圖只是一種手段，不能代替所有教法，在課前預習、課堂記筆、章末復習和學科復習時，可以幫助我們更好的理清思路，總結歸納更愉悅更有效地學習。

（五）、思維導圖在數(shù)學教學和學習中滲透整合、梳理的思想，生活中的其他的事務也可以用思維導圖的思想和方式來清晰表達，可以鼓勵學生將這種思維方式應用到生活的各個方面。

思維導圖在提高學生自主學習能力和梳理整合知識的建構能力同時，學會將思維導圖的思想和方式盡可能多的應用于生活和學習的各方面，從而提高學習和生活的效率。數(shù)學教學留給學生的實際應用價值是分析問題和解決問題的能力和方法，思維導圖制作和應用形成的思想和能力可以應用于實際事件分析、實施和總結的各個過程。希望通過我們師生不斷的實踐，最終使得思維導圖的方法成為我們師生終身的一種學習習慣和一種思維方式。

參考文獻：

[1] [英]東尼·博贊.思維導圖 李斯譯.作家出版社，1999

[2]胡亞云.思維導圖在初中數(shù)學教學中的應用.《新課程：教育學術版》.2009

[3]陶愛玲.淺談思維導圖在初中化學教學中的應用.南京竹山中學.5 / 5