【正文】 :研究對(duì)象：馬豐小學(xué)4060602班學(xué)生 研究步驟：本課題研究時(shí)間預(yù)期為半年。三、研究過(guò)程與方法： ：（1）理論學(xué)習(xí)法：深入學(xué)習(xí)思維導(dǎo)圖相關(guān)理論；并注意搜集與本課題有關(guān)的資料，通過(guò)查閱文獻(xiàn)、上網(wǎng)搜集等方式，盡可能占有較多的研究資料，領(lǐng)略其文章精髓。思維導(dǎo)圖是放射性思維的表達(dá)方式，因此也是人類思維的自然功能。這一思維工具雖然看起來(lái)非常簡(jiǎn)單，但是作為一種學(xué)習(xí)策略，是符合人類大腦思維方式的，是一種使大腦的思維過(guò)程可視化的工具。四、實(shí)施策略：興趣是最好的老師,興趣對(duì)人的實(shí)踐活動(dòng)起著積極的作用,特別是對(duì)學(xué)生的學(xué)習(xí)起著推動(dòng)作用,是學(xué)生學(xué)習(xí)積極性中的一個(gè)最活躍、最積極的心理因素。思維導(dǎo)圖可以明顯改善學(xué)生對(duì)語(yǔ)言材料的感知,減少用漢語(yǔ)語(yǔ)言文字解釋英文詞匯的繁瑣,學(xué)生也可以脫離母語(yǔ)的依賴,而對(duì)所學(xué)單詞的詞義一目了然。在這方面,思維導(dǎo)圖能夠起到絕佳的效果,因?yàn)橛盟鼌f(xié)助學(xué)習(xí)時(shí),圖中的關(guān)鍵詞、圖畫(huà)、連線等都為信息提取提供了很好的線索。思維導(dǎo)圖是圍繞一個(gè)中心將大腦中產(chǎn)生的思想以網(wǎng)狀圖形記錄下來(lái)的思維模式，英語(yǔ)寫(xiě)作教學(xué)中運(yùn)用思維導(dǎo)圖可分以下五個(gè)步驟進(jìn)行，這種方法能有效地幫助學(xué)生提高寫(xiě)作技巧，使其文章結(jié)構(gòu)更加清晰合理。（3）教師將學(xué)生作品抄在黑板上，學(xué)生進(jìn)一步修改；而不了解思維導(dǎo)圖原理的學(xué)生可獲得直觀的學(xué)習(xí)機(jī)會(huì)。教師引導(dǎo)學(xué)生通過(guò)畫(huà)思維導(dǎo)圖中畫(huà)圖的方式來(lái)表達(dá)信息，大大加深了學(xué)生對(duì)學(xué)習(xí)材料的深加工，進(jìn)而增強(qiáng)了學(xué)生將其納入長(zhǎng)期記憶的可能性。在研究過(guò)程中，本人撰寫(xiě)的《淺談思維導(dǎo)圖在小學(xué)英語(yǔ)課堂教學(xué)中的運(yùn)用》一文在如東縣小學(xué)“黃海潮”活動(dòng)中榮獲二等獎(jiǎng)。從而節(jié)省了寶貴的學(xué)習(xí)時(shí)間。實(shí)現(xiàn)新知識(shí)的內(nèi)化和思維能力的提升。思維導(dǎo)圖圍繞中心主題展開(kāi)分支，呈現(xiàn)語(yǔ)言交際的情境，引導(dǎo)學(xué)生進(jìn)行發(fā)散思維，使學(xué)生不僅有話可說(shuō)。激發(fā)聯(lián)想與創(chuàng)意，有利于創(chuàng)造力的培養(yǎng)思維導(dǎo)圖將各種零散的智慧、觀點(diǎn)等融會(huì)貫通成為一個(gè)系統(tǒng)，允許學(xué)生自由聯(lián)想，不像傳統(tǒng)教育那樣，要求遵循從概念到概念的“線形思維”。是根據(jù)對(duì)自己所用認(rèn)知加工策略效驗(yàn)的不斷監(jiān)測(cè)來(lái)選擇、評(píng)價(jià)與修正認(rèn)知策略的能力。2．實(shí)施階段（）：開(kāi)展研究，積累過(guò)程性資料，不斷反思，定期進(jìn)行階段性總結(jié)，撰寫(xiě)研究論文。（3）行動(dòng)研究法：通過(guò)自身的教學(xué)實(shí)踐和同行教師的教學(xué)實(shí)踐來(lái)研究思維導(dǎo)圖在小學(xué)英語(yǔ)課堂中的運(yùn)用策略。思維導(dǎo)圖可以用于生活的各個(gè)方面，其改進(jìn)后的學(xué)習(xí)能力和清晰的思維方式會(huì)改善人的行為表現(xiàn)”。（2）第二階段：主要從利用思維導(dǎo)圖激發(fā)學(xué)生學(xué)習(xí)興趣以及思維導(dǎo)圖在詞匯教學(xué)等方面的運(yùn)用研究。在教學(xué)過(guò)程中,思維導(dǎo)圖通過(guò)圖畫(huà)的方式引導(dǎo)思考,在表現(xiàn)形式上就可以吸引孩子的注意力。在語(yǔ)言學(xué)習(xí)的輸出階段,信息提取扮演著一個(gè)非常重要的角色,它在很大程度上取決于信息儲(chǔ)存的形式及線索。課堂上教師引導(dǎo)學(xué)生運(yùn)用自己學(xué)過(guò)的知識(shí)進(jìn)行話題作文，不僅有利于培養(yǎng)學(xué)生的語(yǔ)言表達(dá)能力（包括說(shuō)和寫(xiě)），而且有利于培養(yǎng)學(xué)生總結(jié)運(yùn)用知識(shí)點(diǎn)的能力。（1）讓學(xué)生自己選定一個(gè)話題。（4）學(xué)生嘗試把思維導(dǎo)圖作一線性的連貫陳述，確定最佳陳述順序。另一方面，畫(huà)圖過(guò)程中形成清晰的思維鏈條，促使學(xué)生總結(jié)運(yùn)用知識(shí)點(diǎn)的能力。參考文獻(xiàn)：【1】吉桂鳳，思維導(dǎo)圖與小學(xué)英語(yǔ)教學(xué).—北京：教育科學(xué)出版社，（）【2】英語(yǔ)課程標(biāo)準(zhǔn)托尼2004.【3】歐陽(yáng)蘋(píng)果，陳清。語(yǔ)覺(jué)論與英語(yǔ)教學(xué)改革U】_中國(guó)電化教育，2004，（12）：8.【6】侯冬玲。Primary school English。 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。 consciousness of his own cognitive based on their cognitive processing strategies used in efficacy of continuous monitoring for selection, evaluation and correction abilities of cognitive mapping can help improve the met cognitive learning skills, such as taking notes, understand the text and organize the position, 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 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 bee no longer dry, effectively reduce the students39。 independent reading the text and munication within the team, and then to report the feedback in the will students answer key words written on the blackboard, plete 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。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 Halloween, the learning process of a class, the students in the teacher39。 reading and drawing, inspect the class teachers, and to give guidance to the individual who have 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 this is the first time the student independent draw a mind map after reading an article, time consuming, nearly half of the students can39。t say the individual words in the text, so can39。t really make good use of author also observed that nearly one 5 of the students still can39。2 it is to continue to sorting, perfect the mind map about Thanksgiving, and according to the mind map to retell the 3 is 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 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 can39。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 the point of the effect of classroom practice, increase the reading part, after the student participation in the subsequent activities and pletion are better than the first , enlightenment and thinking Does the mind mapping in the reading teaching how to use? Is given priority to with students39。Finally, the teacher guides the student according to clew to retell the text content of mind 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 length is moderate, less words, structure and clear text reading teaching, the level of the learning process mainly for students39。 prehension, summary, analysis and finishing ability and memory, and repeat ability has significant help, in the development of students39。關(guān)鍵詞：思維導(dǎo)圖；高職高專；課堂教學(xué)；應(yīng)用隨著我國(guó)高等教育進(jìn)入大眾化時(shí)代，高職高專院校畢業(yè)生就業(yè)壓力不斷加大，提升教學(xué)和人才培養(yǎng)質(zhì)量已經(jīng)成為高職高專院校改革發(fā)展最核心最緊迫的重要任務(wù)。本文就思維導(dǎo)圖的內(nèi)涵、繪制方法及其在高職高專院校課堂教學(xué)中的應(yīng)用進(jìn)展作一綜述。思維導(dǎo)圖創(chuàng)始人托尼?巴贊先生認(rèn)為思維導(dǎo)圖主要具有四個(gè)基本特征：“（1）問(wèn)題中心清晰地集中于中央圖形上；（2）主題主干作為分支從中央向四周放射；（3）分支由一個(gè)關(guān)鍵圖形或者由寫(xiě)于線條上的容易產(chǎn)生聯(lián)想的關(guān)鍵詞組成，相對(duì)不重要的話題也以分支形式表現(xiàn)，附著在較高層次分支上；（4）其表現(xiàn)形式為樹(shù)狀發(fā)散，各分支形成一個(gè)連接的結(jié)點(diǎn)結(jié)構(gòu)。目前，流行的思維導(dǎo)圖繪制軟件有Mindmanager、Mindmapper、XMind和Freemind等。國(guó)外對(duì)于思維導(dǎo)圖在教學(xué)中的應(yīng)用研究已經(jīng)比較成熟，它已成為中小學(xué)教學(xué)中很常用