The Application of Mind Maps to English Listening Teaching in Primary School 思维导图在小学英语听力教学中的应用开题报告

1. 研究目的与意义（文献综述包含参考文献）

2. Literature review2.1 Definitions of mind maps Tony Buzan put forward mind map in Mind Maps -- Instructions for Using Your Brain, which has the characteristics of sorting out thinking and improving thinking efficiency. At the same time, it also plays a positive role in improving work and learning efficiency. Based on such characteristics, many industries use this mind map, such as in the field of finance, business, education and so on. Especially in the field of education, due to the advantages of teaching and its combination, many foreign scholars have conducted in-depth research on the way of mind mapping integrated into teaching. In foreign countries, there are mainly the following aspects: first, the definition and scope of mind map. There are different opinions on the distinction between concept map and mind map in academic circles. The second is how to apply it in finance, business, company management and so on. The third is the influence on education and teaching. Chen Ming (2005) in The Application of Mind Map in Teachingmentioned that mind map is helpful for students to learn English, that is, it can enrich students' imagination, improve their understanding of English, make the plane teaching content three-dimensional, and then improve students' thinking activity. Gao Yan (2018) studied the auxiliary role of concept map and mind map in teaching and learning . Using the combination of mind map and concept map, he provided assistance to the teaching process and content to help teaching activities more effectively. Zhao Yu (2016) elaborated the theoretical basis involved in the application of mind map in the teaching process, analyzed the feasibility of combining the two, and made theoretical analysis and demonstration. In recent years, the application of mind mapping in reality is more and more widely, and scholars have paid more and more attention to it. 2.2 Empirical study on the application of mind maps to English teaching In the research method and process, scholars basically start from a discipline, analyze the classroom application of mind map, and give relevant conclusions. In English teaching, the application of mind map covers listening, writing, speaking and reading. In the study of mind mapping and reading, scholars use mind mapping to activate the existing schema symbols in the reader's brain, promote their understanding of words and phrases, help them quickly grasp the content of the article, and induce their own inspiration. Through mind mapping, students can understand the article as a whole in the process of reading. There is a big difference between the way of thinking triggered by mind map and the traditional method of extracting the ideas of the article in a decentralized way. The way of grasping the whole idea of the article can help students understand the whole idea of the article and better apply what they have learned. Analysis on the application of mind map in reading activities is an article published by Wang Cuiping and others (2011). It aims to promote the nationwide reading, and creates a ring reading mind map model to improve the reading atmosphere. Research on the cultivation of primary school English divergent thinking based on mind map is an article published by Li Yisang (2019). The main purpose of this article is to explore the relationship between mind map and students' divergent thinking. In terms of research methods and process, scholars basically start from a discipline, analyze the classroom application of mind map, and give relevant conclusions. It is suggested that students divergent thinking can be stimulated according to the word attributes and word composition. Research on the effectiveness of mind mapping in promoting primary school English listening teaching is a book published by Ni Rong (2004). After a series of empirical studies, it is found that the introduction of mind mapping can significantly improve students' listening ability.2.3Problems in previous studiesThrough the introduction of mind mapping and the study of listening literature, we can draw the conclusion that foreign countries have a longer history of mind mapping research, which involves a wide range of content and obtains more research results. In the field of foreign education, mind mapping can play a role in optimizing students' thinking, which has a great help in teaching and learning. Harvard University, Cambridge University, London School of economics and other well-known universities have also set up courses related to mind mapping. The UK and Singapore take mind mapping as a compulsory course in the curriculum of primary and secondary schools, In addition, South Korea, Japan, Germany, the United States and other developed countries have studied mind mapping for a long time, and relevant institutions have also used it. However, the domestic research on mind map started late, and its research results are very limited. The main deficiencies are less innovation and more repetition in theoretical research, unscientific reliability and validity, and lack of evaluation research. There are more and more people studying listening comprehension at home and abroad. However, there are few cases of mind map citation in English teaching, especially for primary school English listening teaching, there are basically no cases of mind map citation.There are more and more people studying listening comprehension at home and abroad. However, there are few cases of mind map citation in English teaching, especially for primary school English listening teaching, there are basically no cases of mind map citation.Mind mapping is widely used in English teaching, but the application research of mind mapping in listening teaching is rare, and the application of mind mapping in primary school listening teaching has not been studied. This paper will carry out comparative experimental research. Therefore, it is particularly necessary to introduce mind mapping into primary school English listening teaching.

2. 研究的基本内容、问题解决措施及方案

This study adopts literature method, questionnaire survey method, interview method and educational experiment method. Designed two examination paper, the score is 100 points, including 80 is divided into multiple choice(40 points for picture selection and 40 points for listening to the conversation), 20 for fills up the topic.The author designs questionnaire under the guidance of tutor and relevant scholars, to ensure that the questionnaire reliability and validity. The questionnaire will distribute in the last week of the end of the semester (after the experiment) .Then, the interview method is used to understand whether the students basic listening conditions and learning attitudes have changed after two months of learning by using mind mapping, as well as their impressions and suggestions on learning by using mind mapping, so as to further explore the effectiveness and shortcomings of this experiment.