Application of Mind Mapping in English Grammar Teaching in Senior High School

Abstract

Grammar, as one of the core rules of language structure, plays an important role in English teaching in senior high school. However, looking at the current grammar teaching practice, it is not difficult to find that many high school English teachers still tend to guide students to learn grammar by mechanical memorization, which weakens students' interest in grammar learning and makes grammar learning boring. This situation urgently needs to be fundamentally improved. Therefore, it has become an urgent task to find and practice more efficient and attractive grammar teaching methods. Mind mapping, an innovative learning method, with its unique advantage of presenting knowledge directly, can not only effectively promote the improvement of students' thinking ability, but also add infinite vitality and fun to English class. Although mind mapping has shown extensive application value in English teaching such as vocabulary, reading, and writing, its exploration and application in grammar teaching is relatively limited. Organizing the scattered and disorganized grammar knowledge in textbooks through mind mapping is helpful in improving students' learning efficiency, providing a new perspective for students to learn grammar, and helping to enrich students' learning strategies. Therefore, this study will focus on high school English grammar teaching, explore the principles that should be followed when applying mind mapping in this field, and show the specific application of mind mapping in grammar teaching with general teaching cases, aiming to provide high school English teachers with novel teaching perspectives and strategies, so as to optimize the quality of grammar teaching and improve student's learning experience and efficiency. Finally, students can master certain grammar learning strategies and improve their learning ability.