scholarly journals Research on the Application of the Mind Map in English Grammar Teaching

2019 ◽  
Vol 9 (8) ◽  
pp. 990
Author(s):  
Ling Wang
Keyword(s):  
High School Students ◽  
Curriculum Reform ◽  
Divergent Thinking ◽  
Teaching Method ◽  
English Learning ◽  
School Students ◽  
Grammar Teaching ◽  
English Grammar ◽  
Grammar Learning ◽  
New Nation

English grammar is an essential part of English learning, and it is the basis for students to grasp English. English grammar learning has become a major problem for high school students in the process of English learning. Therefore, it is particularly important to find an effective way to help students master English grammar. Mind map, which is a tool to express divergent thinking, can help people rationally utilize man’s left and right brain to improve people’s creativity and memory. Mind map has drawn Chinese educator’s more and more attention. Based on the basic goals and requirements of the new nation curriculum reform, this paper will focus on the application of Mind map in English grammar teaching, and whether applying Mind map in English grammar teaching can improve students’ interest and efficiency in grammar learning, thus becoming a feasible teaching method in the process of grammar teaching. Through this study, this paper draws a conclusion that the application of Mind map in English grammar can enhance the students’ initiative, promote the students’ interest in learning, the efficiency of learning and the ability of grasping grammar knowledge.

The Investigation of the English Grammar Learning Strategy of High School Students in China

2017 ◽  
Vol 7 (12) ◽  
pp. 1243 ◽  
Author(s):  
Zhen Zhou
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategy ◽  
Research Result ◽  
Cognitive Strategy ◽  
School Students ◽  
High School English ◽  
English Grammar ◽  
Grammar Learning ◽  
Teaching Efficiency

The article conducts a questionnaire survey and interview on the students in a high school in Hubei Province of China. The result indicates that the level of high school students’ grammar learning strategy is low. Among the three factors of grammar learning strategy, the cognitive strategy ranks first, then the meta-cognitive strategy and social-affective strategy. And the grammar learning strategy is not correlated with English grammar achievement. The research result demonstrates that there is great difference between female students and male students in English grammar strategy using and grammar score. This outcome is conducive to knowing better about high school students’ condition of grammar learning strategy using, and supplying some reference for enhancing the high school English teaching efficiency.

scholarly journals A Comparative Study of the Negative Transfer of Mother Language in English Grammar Teaching

2018 ◽  
Vol 13 (3) ◽  
pp. 41
Author(s):  
CHENG Dai-hong ◽  
PAN Cui-qiong
Keyword(s):  
Negative Transfer ◽  
Chinese Students ◽  
Language Transfer ◽  
English Learning ◽  
Sentence Structure ◽  
Transfer Effects ◽  
Grammar Teaching ◽  
English Grammar ◽  
Part Of Speech ◽  
Grammar Learning

<p>It is the normal phenomenon that Chinese students’ English grammar learning may badly be influenced by mother language transfer. Especially the negative transfer must hinder the students’ progress in English learning. How to overcome the negative transfer becomes very crucial. This paper analyzes the negative transfer effects on English grammar teaching from the comparative perspectives of part of speech and sentence structure between English and Chinese, which provides enlightenment for students' English grammar learning, and also provides feasible countermeasures for teachers’ English grammar teaching in such way as to promote students' comprehensive English ability.</p>

scholarly journals The Application of Affective Filter Hypothesis Theory in English Grammar Teaching

2020 ◽  
Vol 4 (6) ◽  
Author(s):  
Cuicui Chen
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Teaching Practice ◽  
Vital Role ◽  
English Learning ◽  
Affective Factors ◽  
Grammar Teaching ◽  
English Grammar ◽  
Affective Filter ◽  
Grammar Learning

Krashen's theories of second language acquisition play a vital role in English teaching, in which "affective filter hypothesis" analyzes the influence of various affective factors on English learning. This paper focuses on Klashen's "affective filter hypothesis", analyzes the application of affective factors in the teaching practice of English grammar, and puts forward some teaching suggestions. The purpose of the study is to reduce the anxiety of the students in the second language grammar learning class, and then to find the most conducive state of English grammar learning, and to achieve the goal of English grammar teaching.

FLIPPED CLASSROOM IN INDONESIAN ONLINE LEARNING: STUDENTS PRESPECTIVE

2021 ◽  
Vol 7 (2) ◽  
pp. 136-150
Author(s):  
Yati Suwartini ◽  
Uwes Anis Chaeruman ◽  
Ninuk Lustiyantie
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Descriptive Study ◽  
Learning Technology ◽  
Self Directed Learning ◽  
School Students ◽  
Use Of Technology ◽  
Directed Learning

Abstract The Flipped Classroom is a teaching method that makes use of technology to provide a self-directed learning environment for students. The purpose of this article is to learn about high school students' perspectives on Flipped Classroom, the use of video and social media, time spent studying, mastery of learning materials, and completion of online learning. This study is a descriptive study. Questionnaires were presented to 95 Indonesian students who were chosen at random. In general, when students use Flipped Classroom in Indonesian lessons, they spend less time doing assignments or homework, they enjoy learning more, and they benefit from learning videos in Flipped Classroom to help them grasp the material. This article demonstrates how Flipped Classroom improves student participation, communication, and understanding.   Keywords: Flipped Classroom, online learning, technology

Using DIME maps and STEM project-based learning to teach physics

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michael S. Rugh ◽  
Donald J. Beyette ◽  
Mary Margaret Capraro ◽  
Robert M. Capraro
Keyword(s):  
Educational Technology ◽  
High School Students ◽  
Engineering Design ◽  
Design Process ◽  
Teaching Method ◽  
Slow Motion ◽  
Project Based Learning ◽  
School Students ◽  
Content Type ◽  
Engineering Design Process

Purpose The purpose of this study is to examine a week-long science, technology, engineering and mathematics (STEM) project-based learning (PBL) activity that integrates a new educational technology and the engineering design process to teach middle and high school students the concepts involved in rotational physics. The technology and teaching method described in this paper can be applied to a wide variety of STEM content areas. Design/methodology/approach As an educational technology, the dynamic and interactive mathematical expressions (DIME) map system automatically generates an interactive, connected concept map of mathematically based concepts extracted from a portable document format textbook chapter. Over five days, students used DIME maps to engage in meaningful self-guided learning within the engineering design process and STEM PBL. Findings Using DIME maps within a STEM PBL activity, students explored the physics behind spinning objects, proposed multiple creative designs and built a variety of spinners to meet specified criteria and constraints. Practical implications STEM teachers can use DIME maps and STEM PBL to support their students in making connections between what they learn in the classroom and real-world scenarios. Social implications For any classroom with computers, tablets or phones and an internet connection, DIME maps are an accessible educational technology that provides an alternative representation of knowledge for learners who are underserved by traditional methods of instruction. Originality/value For STEM teachers and education researchers, the activity described in this paper uses advances in technology (DIME maps and slow-motion video capture on cell phones) and pedagogy (STEM PBL and the engineering design process) to enable students to engage in meaningful learning.

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