潘伊瑩

【Abstract】The application of mind mapping in high school English learning can visualize the knowledge of high school English， so that students can understand the knowledge content simply. This paper mainly analyzes the current situation of the application of mind mapping in high school English teaching， discusses the influence of mind mapping in high school English teaching， and puts forward the application strategies， so as to comprehensively improve teachers？蒺 teaching results and students？蒺 learning efficiency.

【Keywords】mind mapping； High school English； The English teaching

【中圖分類號】H319 【文獻標識碼】A 【文章編號】2095-3089（2018）49-0109-01

Mind mapping refers to a graphic tool that can make students express divergent thinking by using both pictures and texts. It can help students connect the relations between different subjects in the square of figures， colors and keywords and form a relatively simple memory， so that students can understand the internal logical relations. The application of mind mapping in high school English can be reflected in teaching content， English writing and applicational discussion， so as to enhance students？蒺 interest in learning and ensure students？蒺 learning efficiency.

1.The influence of mind mapping on high school English teaching

1.1 the macro-understanding of high school

English teaching involves more learning content， and students need to spend a lot of energy in the process of learning. If students do not use reasonable learning methods， they cannot achieve better learning results. Therefore， it is particularly important for students to master English knowledge in high school as a whole. Mind mapping can use the forms of point， line and surface to realize the visualization of knowledge， make English learning clearer on the whole， and help students build a comprehensive English knowledge system， so as to promote the improvement of students？蒺 English learning performance.

1.2 Enhance students？蒺 interest in learning

The motivation of high school English learning is to enhance students？蒺 interest in learning. Therefore， teachers should constantly stimulate students？蒺 interest in learning in high school English teaching， help students build up confidence in learning， and take mind mapping as the basis of high school English teaching， so as to enhance the fun of high school English teaching. The change of colors and pictures can promote students？蒺 interest in English learning， change the traditional teaching mode into a new teaching mode， and constantly improve students？蒺 new cognition of English. The application of mind mapping can help students develop their brain and promote their learning enthusiasm.

2.The application of mind mapping in high school English teaching

High school English teaching has the characteristics of developing step by step in terms of constructing knowledge framework around teaching content， and the difficulty of knowledge is progressive step by step. Therefore， teaching content will be deepened along with class hours. If you don？蒺t understand the content of the teaching， it can lead to a decline in learning. Therefore， it is necessary for students to have a macroscopic grasp of high school English knowledge， and can fully understand the main content of learning. The form of a mind map allows students to understand what they？蒺re learning in the shortest time， and build a framework of knowledge based on their own reality. The establishment of mind map can continuously enrich the learning content of students and help students understand the teaching subject more effectively.

The application of mind mapping in English writing. English writing， as one of the important core contents of English learning， is also a difficult problem in the teaching process. Its content generally covers English grammar and the vocabulary of English. Students generally have an unsatisfactory situation in writing and cannot apply their English knowledge to practical writing.Therefore， English teachers should give full play to the advantages of mind mapping to help students understand writing thoughts， so as to help students improve their English writing skills. The application of mind mapping can help students to integrate the knowledge they have learned into their writing， so as to help them understand their learning ideas and improve their English learning.

The application of mind mapping in English discussion. In the process of listening practice， teachers need to improve students？蒺 oral expression in order to cultivate their listening proficiency in English. Teachers should apply the mind map to the oral training of students， constantly strengthen their oral English ability， and ask students to list the contents of their own opinions that they are interested in. In addition， they should organize and analyze the knowledge points， and express their opinions in oral English， so as to achieve efficient learning goals. For example， in the learning process of the article “Helping people Around the world” in line， some poorer areas and occupations in need of help should be explained first， so that students can understand the content and keynote of the article in advance， and express their views after discussion.

3.Conclusion

As an advanced teaching method， the application of mind mapping in high school English teaching can help teachers and students to change the traditional teaching concepts， have a comprehensive understanding of mind mapping in English teaching， promote the organic combination of the two， and promote the simplification of English teaching by mind mapping， change students？蒺 learning difficulties， arouse their interest in learning English， and promote the improvement of students？蒺 English level.

Reference

[1]Zhou Qian. Discussion on the application of mind mapping in high school English teaching. China？蒺s off-campus education

[2]Luo Xiaolan. A brief analysis of the application of mind mapping in high school English teaching [J].Asia Pacific education， 2016（22）：55.

[3]Han Ying， bao Jiping， Wu aihua， Shen Rong. Application of mind mapping in English teaching with high artistic features[J]. Education，2014（34）：87-88 +93.