【正文】 早被應(yīng)用于訓(xùn)練一群被認(rèn)為“失敗”的孩子們，但是就是這些曾被放棄的孩子們很快變成好學(xué)生。從表現(xiàn)形式上來(lái)看，思維導(dǎo)圖和大腦本身的思維方式是統(tǒng)一的，是一種利用大腦語(yǔ)言思維的模式，兩只有利用大腦自身的語(yǔ)言來(lái)思考闖題才能最大程度地激發(fā)大腦的聯(lián)想與創(chuàng)造力。三、思維導(dǎo)圖在小學(xué)英語(yǔ)教學(xué)中的一些運(yùn)用在英語(yǔ)教學(xué)中，充分利用思維導(dǎo)圖，構(gòu)建知識(shí)網(wǎng)絡(luò)，能夠激發(fā)學(xué)生興趣，增強(qiáng)學(xué)生對(duì)英語(yǔ)學(xué)習(xí)的記憶，提高英語(yǔ)教學(xué)的有效性。長(zhǎng)此以往，學(xué)生從文章中捕獲信息的能力將大大提高，從而提高學(xué)生的閱讀能力。教師可以利用思維導(dǎo)圖，對(duì)一個(gè)重點(diǎn)句型進(jìn)行反復(fù)強(qiáng)調(diào)，加深學(xué)生。找到主旨句之后，還要學(xué)會(huì)找句子中心詞，這樣繪制出來(lái)的思維導(dǎo)圖簡(jiǎn)明扼要。保留關(guān)鍵內(nèi)容。我們的大腦神經(jīng)也是一個(gè)由中心向外發(fā)散的網(wǎng)狀的神經(jīng)元。參考文獻(xiàn)[1] [J].新一代月刊，2017（08）.[2] [J].學(xué)生之友：小學(xué)版，2011（06）：5252.第五篇：思維導(dǎo)圖在小學(xué)英語(yǔ)教學(xué)中的一般應(yīng)用思維導(dǎo)圖在小學(xué)英語(yǔ)教學(xué)中的一般應(yīng)用（洪江區(qū)幸福路小學(xué) 張麗群）摘要： ，其核心思想就是把形象思維與抽象思維很好地結(jié)合起來(lái)。針對(duì)這種情況，教師在寫(xiě)作教學(xué)中巧妙地運(yùn)用思維導(dǎo)圖，引導(dǎo)學(xué)生學(xué)會(huì)使用思維導(dǎo)圖進(jìn)行寫(xiě)作前的思路整理，指導(dǎo)學(xué)生如何構(gòu)思自己的文章，讓學(xué)生意識(shí)到一個(gè)話題可以有很多方面可寫(xiě)。例如，在學(xué)習(xí)英語(yǔ)課文的時(shí)候，文章中往往會(huì)涉及多個(gè)物品和事情，通過(guò)應(yīng)用思維導(dǎo)圖，可以使學(xué)生對(duì)于文章的框架有所了解，對(duì)于文章中涉及的事物有更好的認(rèn)識(shí)。它是一種將放射性思考（Radiant Thinking）具體化的方法。它能夠幫助教師將分散的知識(shí)點(diǎn)組合起來(lái)，相互聯(lián)結(jié)，形成網(wǎng)絡(luò)系統(tǒng)；它幫助學(xué)生從知識(shí)系統(tǒng)中發(fā)現(xiàn)規(guī)律，遵循規(guī)律進(jìn)行學(xué)習(xí)，從而形成有效的學(xué)習(xí)，提高英語(yǔ)學(xué)習(xí)的成績(jī)。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。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。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。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(lèi)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。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。它要求注意的焦點(diǎn)清晰地集中在中央圖像上；主題作為主干，分支從中央圖像向四周放射；分支由一個(gè)關(guān)鍵圖像或相關(guān)線條上的關(guān)鍵詞構(gòu)成，比較不重要的話題也以分支形式表現(xiàn)出來(lái)，附在較高層次的分支上；各分支形成一個(gè)相互連接的節(jié)點(diǎn)結(jié)構(gòu)。合作學(xué)習(xí)中學(xué)生合作的源動(dòng)力是什么呢?是信息差。在思維導(dǎo)圖的幫助下，學(xué)生很容易理解文章。它不僅強(qiáng)調(diào)學(xué)生是學(xué)習(xí)和發(fā)展的主體，而且也強(qiáng)調(diào)了學(xué)生學(xué)習(xí)方式的變化，符合《英語(yǔ)課程標(biāo)準(zhǔn)》的“倡導(dǎo)學(xué)生主動(dòng)參與、合作、交流與探究等多種學(xué)習(xí)活動(dòng)，改進(jìn)學(xué)習(xí)方式，促進(jìn)學(xué)生互相學(xué)習(xí)，互相幫助，體驗(yàn)集體榮譽(yù)感和成就感，使學(xué)生真正成為學(xué)習(xí)的主人”的要求。Students according to their own mind mapping is put forward and the text related problem, other students order to increase the fun, all of these activities can be used in a team petition.(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 , the conclusion In English reading teaching in the elementary school higher grades using mind mapping can stimulate students39。t say the word, and due to fear of error can39。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 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 of the steps as follows: exercise itselfteacher , students are consciously to participate in the text, study and improve their mind map, or two people sharing, or teachers, please four 5 of the students can plete the mind map, and can refer to the main content of mind mapping to retell the author found some problems in student example, some students way of thinking of problems in the mind 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 can39。s answer will be the main content of the Halloween present in the form of a mind map on the , 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 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。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 according to students39。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 stimula