【正文】 etablescabbagecarrotFruitsapplemangopearorangebananastrawberrywatermelongrapesMeatchickenbeefporkfishmuttonDrinkteacoffeemilkjuice在閱讀教學中運用思維導圖在英語閱讀中，學生和教師一起或者小組學生一起制作思維導圖，運用思維導圖來進行分析，可以使復雜的內容變得清晰，從而能幫助學生更深刻地理解閱讀的內容，也能夠更加容易地記住所讀材料。而由于大腦是通過聯想來思維的，這些連接起來的分支必然會使理解更容易,記憶量更大。它是在層級和分類的信息組織基礎上，從中心主題通過特定的關聯展開分支，由關鍵詞或圖形標識分支，并充分利用色彩和字體的變化將放射狀思維過程和結果變?yōu)榭梢暬墓ぞ?。思維導圖適合小學生的認知能力和身心發(fā)展規(guī)律。英文寫作對于剛剛接觸寫作不久的小學生來說，難度是非常大的。在小學英語教學過程中，通過應用思維導圖，可以使學生對于英語知識記憶更加深刻，有效強化學生的理解。筆者與“基礎教育跨越式發(fā)展創(chuàng)新試驗”項目的部分試驗教師在利用思維導圖促進小學英語課堂教學方面進行了持續(xù)性的探索，試圖探尋出一條有效開展小學英語課堂教學的實踐之路。（2）反思：針對這種現狀，作為一名英語老師應該充分根據學生特點，不斷改革思維導圖的運用方法，以此全面提升學生的英語成績。（5）動筆寫作。課堂上教師引導學生運用自己學過的知識進行話題作文，不僅有利于培養(yǎng)學生的語言表達能力（包括說和寫），而且有利于培養(yǎng)學生總結運用知識點的能力。在教學過程中,思維導圖通過圖畫的方式引導思考,在表現形式上就可以吸引孩子的注意力。思維導圖可以用于生活的各個方面，其改進后的學習能力和清晰的思維方式會改善人的行為表現”。2．實施階段（）：開展研究，積累過程性資料，不斷反思，定期進行階段性總結，撰寫研究案例及研究論文。第三篇：小學英語課堂教學中思維導圖的應用《小學英語課堂教學中思維導圖的應用》一、問題的提出：思維導圖是由英國心理學家托尼在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。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。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。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。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。t say the individual words in the text, so can39。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。 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。Primary school English。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。 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? Students39。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 the process of students39。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, can39。t show in the 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。 interest in learning, to improve the students39。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。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。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。它是將枯燥、單調的文字信息，以多彩的顏色、圖形、代碼、符號等多種元素形象化表征出來，激發(fā)聯想，擴展想象，將放射狀思維過程和結果變?yōu)榭梢暬墓ぞ?。?）問卷調查法：通過問卷調查，了解學校英語課堂教學的現狀并分析其形成原因，不斷探究改革課堂教學的策略。思維導圖的核心就是把形象思維與抽象思維很好地結合起來，將你的思維痕跡用圖畫和線條形成發(fā)散性的結構。思維導圖將人類不同智能串聯起來,在不同智能之間形成有聯系的、可聯想的記憶鏈條,這讓孩子在記憶某些東西時很容易由此及彼產生聯想,其記憶效果遠比死記硬背要好得多。（1）讓學生自己選定一個話題。另一方面，畫圖過程中形成清晰的思維鏈條，促使學生總結運用知識點的能力。思維導圖作為一種思維工具可以提高小學生的英語學習興趣、思維能力和英語綜合運用能力。也就是說，思維導圖是一種記筆記的方法，它和以往記筆記的方法不同，是用圖形和文字的方式記錄的，并且思維導圖是一種頭腦風暴式的、創(chuàng)新性的記錄方式，將以前以線性的純文字的記錄方式改為一種非線性的圖形加文字的記錄方式，既能節(jié)約時間，又能增強記憶的效率，還有利于創(chuàng)新能力的提高。從而有效提高學生對于文章的理解能力，提高英語教學效率。這樣就解決了學生不知道寫什么的問題以及如何寫的問題。在小學英語教學中巧妙運用思維導圖，可以有效培養(yǎng)和激發(fā)學生學習英語的興趣，并可培養(yǎng)學生的能力提高教學的質量。而思維導圖的最初靈感也正是源于大腦神經元，因此是大腦思維的真實體現。幫助學生把新知識納入或同化到原有的知識結構中，加速知識獲得的過程；由于思維導圖具有重點突出、層次分明、聯想豐富的特點，它又是一個有力的助記工具，它將知識模塊化，引導記憶系統(tǒng)層次地、分段地組織信息，改變了以往機械記憶效果差，容易使學生感到疲勞的弊端，使學習內容進入學生的長期記憶,達到不易忘記,容易提取的效果；由于思維導圖具有的發(fā)散性特征，能夠激活語言學習過程中探索、挖掘式的高級思維模式，鼓勵學生主動學習、創(chuàng)造性學習、通過合作對話進行學習，分享集體智慧，獲得愉悅的認知體驗。經過一段時間的訓練，大部分學生都能夠做