【正文】 第一篇：“思維導(dǎo)圖”在小學(xué)英語(yǔ)語(yǔ)篇教學(xué)中的應(yīng)用一、“思維導(dǎo)圖”的概念思維導(dǎo)圖（mind map）是由托尼?巴贊（tony buzan）于20世紀(jì)60年代提出的。他在《思維導(dǎo)圖：放射性思維》一書(shū)中對(duì)思維導(dǎo)圖是這樣定義的：“思維導(dǎo)圖，又叫心智圖、概念圖，是表達(dá)發(fā)射性思維的有效的圖形思維工具?！彼季S導(dǎo)圖運(yùn)用圖文并重的技巧，把各級(jí)主題的關(guān)系用相互隸屬與相關(guān)的層級(jí)圖表現(xiàn)出來(lái)，并把主題關(guān)鍵詞與圖像、顏色等建立記憶鏈接。二、研究背景語(yǔ)篇是小學(xué)英語(yǔ)學(xué)習(xí)中不可或缺的一部分，如何提高英語(yǔ)語(yǔ)篇教學(xué)的實(shí)效性是近年來(lái)許多一線小學(xué)英語(yǔ)教師關(guān)注的熱點(diǎn)話(huà)題。不少?gòu)氖麓朔矫嫜芯康慕處?，?duì)小學(xué)英語(yǔ)語(yǔ)篇教學(xué)的模式、流程、不同年級(jí)的教學(xué)目標(biāo)等已有了專(zhuān)業(yè)且深入的思考，與此同時(shí)，學(xué)生的閱讀素材也較以往前所未有的豐富。種種跡象表明，小學(xué)英語(yǔ)語(yǔ)篇教學(xué)已經(jīng)取得了一定的研究成果，正處在前所未有的繁榮階段。但是我們也要看到，在真實(shí)的課堂中，閱讀效率低、閱讀效果欠佳的現(xiàn)象依然存在。筆者認(rèn)為，借助思維導(dǎo)圖可以將枯燥的閱讀材料變得豐滿(mǎn)，幫助學(xué)生搭建理解文本的支架，從而化解學(xué)生對(duì)文章結(jié)構(gòu)分析及內(nèi)容理解的難度，這對(duì)學(xué)生的終身閱讀和提高小學(xué)英語(yǔ)語(yǔ)篇教學(xué)的有效性都有很大的幫助。三、案例描述教學(xué)案例一：《牛津小學(xué)英語(yǔ)》6b unit 2《more exercise》，主要是圍繞個(gè)人的擅長(zhǎng)愛(ài)好及如何進(jìn)行體育鍛煉而展開(kāi)的話(huà)題。因此，在教學(xué)中可以圍繞“exercise”這一話(huà)題展開(kāi)討論，使學(xué)生了解體育鍛煉對(duì)人的重要性。在理解語(yǔ)篇時(shí)，我設(shè)計(jì)了如下教學(xué)流程：today，jim is having some is not very is talking to his to their conversation and choose.（1）look，listen and is not happy ，教師相機(jī)板書(shū)jim’s trouble，了解杰姆的煩惱就是不擅長(zhǎng)于體育。（2）read and fill in the as fast run faster than?s：do more ’ll get stronger，and you’ll do betterin ：try to retell the text according to the mind map.（學(xué)生嘗試根據(jù)思維導(dǎo)圖復(fù)述課文）這一思維導(dǎo)圖的設(shè)計(jì)，將原本零散的語(yǔ)篇信息化為幾條簡(jiǎn)單明晰的線索，幫助學(xué)生建構(gòu)理解語(yǔ)篇的框架，整體把握語(yǔ)篇脈絡(luò)，自然引入本單元副詞比較級(jí)的學(xué)習(xí)。其后續(xù)的有效使用，還能激發(fā)學(xué)生的表達(dá)欲望，為學(xué)生復(fù)述課文做好鋪墊。教學(xué)案例二：（整體感知對(duì)話(huà)，初步理解對(duì)話(huà)內(nèi)容，板書(shū)gao shan and david）（2）read and gao shan play the piano nancy play the violinsunday david see a beijing opera（3）read and judge.（課本p47）（4）read the after the in roles.（5）retelling（學(xué)生可以根據(jù)關(guān)鍵詞，也可以根據(jù)思維導(dǎo)圖復(fù)述語(yǔ)篇內(nèi)容）思維導(dǎo)圖見(jiàn)下頁(yè)：在小學(xué)英語(yǔ)語(yǔ)篇教學(xué)中，采用思維導(dǎo)圖開(kāi)展教學(xué)有利于克服傳統(tǒng)教學(xué)中常見(jiàn)的線性思維模式，拓寬學(xué)生的思維空間。學(xué)生在使用思維導(dǎo)圖解決問(wèn)題的過(guò)程中，能對(duì)所學(xué)知識(shí)有一個(gè)整體的認(rèn)識(shí)，不僅能加深對(duì)知識(shí)的理解，而且能學(xué)會(huì)從多角度思考問(wèn)題進(jìn)而掌握知識(shí)遷移的方法。第二篇：思維導(dǎo)圖在小學(xué)英語(yǔ)中的應(yīng)用關(guān)于思維導(dǎo)圖在小學(xué)英語(yǔ)課堂教學(xué)中的運(yùn)用探究 摘要：本文分析了思維導(dǎo)圖作為教學(xué)工具在小學(xué)英語(yǔ)課堂教學(xué)中應(yīng)用的優(yōu)勢(shì)，并結(jié)合一線課題指導(dǎo)實(shí)踐，通過(guò)具體的教學(xué)案例探討了思維導(dǎo)圖在復(fù)習(xí)導(dǎo)入、單詞學(xué)習(xí)、協(xié)作交流、話(huà)題作文、快速閱讀、課堂內(nèi)容復(fù)習(xí)等教學(xué)環(huán)節(jié)的操作方法，試圖探尋出一條有效開(kāi)展小學(xué)英語(yǔ)課堂教學(xué)的實(shí)踐之路。關(guān)鍵詞：思維導(dǎo)圖；小學(xué)英語(yǔ)；教學(xué)工具；應(yīng)用Abstract: this paper analyzes the mind mapping as a teaching tool applied in the primary school English classroom teaching advantages, bined with the subject line to guide practice, through the concrete teaching case a mind map is discussed in the review import, word study, collaboration, munication, topic position, rapid reading review teaching links such as teaching contents, operation methods, trying to find an effective way for primary school English classroom teaching 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 puter and multimedia teaching software, explore new teaching mode, improve students study way, improve the learning 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 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 experiment leapforward 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 , mind mapping profile Mind mapping is a British psychologist Tony Bezen(Tony Buzen)is put 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 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 use your brain to think about their own language problem can stimulate the brain to the greatest extent of Lenovo and with manual drawing method, mind mapping tool software has various forms of expression, easy to modify, can use multimedia form, and many other 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, it39。s in the interface design and graphic library content give full consideration to the cognitive characteristics of equipped with voice prompt in English, is suitable for students learning , analysis of the advantages of mind mapping as a teaching tool the key and effective mnemonic, improve the learning efficiency on the one hand, the learners39。 mind maps mainly focus on the key knowledge points, do not need to waste time on those irrelevant save valuable learning mind map, on the other hand, through effective organization and the establishment of the conceptual framework of conceptual meaning to bee a powerful mnemonic the students39。 information processing way, to establish reasonable knowledge network, thus promoting the integ