中学英语教学思维导图应用的个案研究
|
摘要
人们对外语教学方法的研究由来已久,曾尝试过多种在各个不同时期很有影响力的方法,如语法翻译法、直接教授法、交际法等教学方法。传统的教学思想、方法和模式的改革,不过是从以赫尔巴特为代表的“以教为主的教学模式”的极端走到以杜威为代表的“以学为主的教学模式”的极端。长期以来人们相信总能找到一种类似“救世主”方法让教师在面临外语教学难题时可以一劳永逸(刘亚平, 2002)。当外语教学方法改革走入“瓶颈”时,在上世纪70年代末80年代初的后现代主义哲学思潮的影响下,西方学者提出了“后方法”教学理论。它反对单一最佳教学方法以及强调教学应该呈现多元性、开放性、相对性和特殊性等教学理念。因此将传统方法解构,用后方法理念贯穿在外语教学中,既具有必要性又不乏现实可行性。
在现阶段,课程改革强调促进学习者的高级思维技能发展,而如何在教学中培养学生的“创新思维”已成为教育研究者的重要研究课题。教育部在《基础教育课程改革纲要(试行)》中提出,要“大力推进信息技术在教学过程中的普遍应用,促进信息技术与课程的整合,逐步实现教学内容的呈现方式、学生的学习方式、教师的教学方式和师生互动方式的变革,充分发挥信息技术的优势,为学生的学习和发展提供丰富多彩的教育环境和有力的学习工具”。中学阶段是学生思维技能发展的关键时期,教师在教学中应该创设出更多有利于学生促进高级思维技能发展的教学活动。思维导图作为一种思维工具,主要使用颜色、线条、符号、词汇和图像等方式来呈现思维的过程,遵循一套易被大脑接受的规则来呈现知识信息,有利于促进高级思维技能的发展。
在此背景下,开展思维导图在学科教学中的应用研究有利于提升教师的综合能力,应用新工具、新方法,把信息化教学实践与新课程改革相结合,培养学生的高级思维技能和知识建构能力。笔者认为这样以放射性思考为基础,简单、高效、形象化的思维工具,能极大地激发学生的创造性思维能力,从而进一步贯彻后方法的教学理念,提高教学效率。
本文共分为三个部分,由引言、正文(共分三章)以及结论组成:
第一部分介绍本研究的背景、原因、目的和意义。第二部分分为三章,第一章综述后方法理论及其三维参数和宏观框架的内容、思维导图理论以及的国内外的研究现状,指出以往研究的不足,阐述本研究的必要性。第二章是本研究的实证部分,采用定量研究的方法。选取两名在读的中学生作为本研究的个案,对其进行为期近一年的跟踪研究。第三章将对实证研究的结果进行讨论,分析基于后方法理论的思维导图教学尝试在中学英语教学中的使用情况及效果及探讨如何使学生学会学习和思维,并实现中学外语教师的角色转变。第三部分是本研究的结论。阐述本研究的不足与进一步研究的建议。
It is acknowledged that there are many scholars who contribute to exploring different teaching methods and strategies. A theme emerges that methods and predetermined materials and strategies lack the flexibility to be applied to the many varied contexts of English language teaching experience. The proposition of the concept post method, which is greatly influenced by philosophical trend of thought of postmodernism, advocates examining the world from deconstructing point of view. It propagates the ideas of division not coordination; fragmentation not integrity; heterogeneity not singularity. All these above thoughts are reflected that post method opposes single-best teaching methods but emphasizes the multifactor, opening, relativity and particularity in the L2 teaching ideas.
Mind map is a specific instructional tool teachers utilize to improve learning. This instructional tool allows individuals to process information, fosters and creates meaningful learning, which is critical to the learning process. (Ausubel, 1969) Because it uses visuals and colors, and provides an interesting way to make sense of something what a student is learning. And mind maps have proved a consistently reliable method of releasing creativity and aiding memory, which will be a good recipe to L2 students and teachers.
This thesis consists of three chapters in addition to an introduction and a conclusion:
The introduction introduces the background, reason, purpose and sense of this thesis and provides the research content and its research methods.
Chapter 1 comprehensively explains the concept of post method theory and its main theoretical ideas: the three-dimensional system and the macro strategic framework; it also provides current research on mind map at home and abroad and points out the limitations of these researches and shows the necessity of the thesis.
Chapter 2 demonstrates the need for combining both post method theory and mind map to build a new teaching mode in middle school English teaching practice. It makes investigations on teaching two subjects in the middle school, and some data and learning results are collected in the process of my research, which are addressed in details in this chapter.
Chapter 3 presents the analysis of correlation between the training of mind map and English teaching at middle schools, and discusses the progress and shortcomings of the teaching mode and research. The conclusion aims at providing the conclusion of my thesis and some suggestions of further research.
在现阶段,课程改革强调促进学习者的高级思维技能发展,而如何在教学中培养学生的“创新思维”已成为教育研究者的重要研究课题。教育部在《基础教育课程改革纲要(试行)》中提出,要“大力推进信息技术在教学过程中的普遍应用,促进信息技术与课程的整合,逐步实现教学内容的呈现方式、学生的学习方式、教师的教学方式和师生互动方式的变革,充分发挥信息技术的优势,为学生的学习和发展提供丰富多彩的教育环境和有力的学习工具”。中学阶段是学生思维技能发展的关键时期,教师在教学中应该创设出更多有利于学生促进高级思维技能发展的教学活动。思维导图作为一种思维工具,主要使用颜色、线条、符号、词汇和图像等方式来呈现思维的过程,遵循一套易被大脑接受的规则来呈现知识信息,有利于促进高级思维技能的发展。
在此背景下,开展思维导图在学科教学中的应用研究有利于提升教师的综合能力,应用新工具、新方法,把信息化教学实践与新课程改革相结合,培养学生的高级思维技能和知识建构能力。笔者认为这样以放射性思考为基础,简单、高效、形象化的思维工具,能极大地激发学生的创造性思维能力,从而进一步贯彻后方法的教学理念,提高教学效率。
本文共分为三个部分,由引言、正文(共分三章)以及结论组成:
第一部分介绍本研究的背景、原因、目的和意义。第二部分分为三章,第一章综述后方法理论及其三维参数和宏观框架的内容、思维导图理论以及的国内外的研究现状,指出以往研究的不足,阐述本研究的必要性。第二章是本研究的实证部分,采用定量研究的方法。选取两名在读的中学生作为本研究的个案,对其进行为期近一年的跟踪研究。第三章将对实证研究的结果进行讨论,分析基于后方法理论的思维导图教学尝试在中学英语教学中的使用情况及效果及探讨如何使学生学会学习和思维,并实现中学外语教师的角色转变。第三部分是本研究的结论。阐述本研究的不足与进一步研究的建议。
It is acknowledged that there are many scholars who contribute to exploring different teaching methods and strategies. A theme emerges that methods and predetermined materials and strategies lack the flexibility to be applied to the many varied contexts of English language teaching experience. The proposition of the concept post method, which is greatly influenced by philosophical trend of thought of postmodernism, advocates examining the world from deconstructing point of view. It propagates the ideas of division not coordination; fragmentation not integrity; heterogeneity not singularity. All these above thoughts are reflected that post method opposes single-best teaching methods but emphasizes the multifactor, opening, relativity and particularity in the L2 teaching ideas.
Mind map is a specific instructional tool teachers utilize to improve learning. This instructional tool allows individuals to process information, fosters and creates meaningful learning, which is critical to the learning process. (Ausubel, 1969) Because it uses visuals and colors, and provides an interesting way to make sense of something what a student is learning. And mind maps have proved a consistently reliable method of releasing creativity and aiding memory, which will be a good recipe to L2 students and teachers.
This thesis consists of three chapters in addition to an introduction and a conclusion:
The introduction introduces the background, reason, purpose and sense of this thesis and provides the research content and its research methods.
Chapter 1 comprehensively explains the concept of post method theory and its main theoretical ideas: the three-dimensional system and the macro strategic framework; it also provides current research on mind map at home and abroad and points out the limitations of these researches and shows the necessity of the thesis.
Chapter 2 demonstrates the need for combining both post method theory and mind map to build a new teaching mode in middle school English teaching practice. It makes investigations on teaching two subjects in the middle school, and some data and learning results are collected in the process of my research, which are addressed in details in this chapter.
Chapter 3 presents the analysis of correlation between the training of mind map and English teaching at middle schools, and discusses the progress and shortcomings of the teaching mode and research. The conclusion aims at providing the conclusion of my thesis and some suggestions of further research.
引文
Allwright, R, L. Why don’t learners learn what teachers teach? - The interaction hypothesis. In D.M. Singleton & D. G. Little(Eds.) Language learning in formal and informal contexts Dublin: IRAAL. 1984.
Ausubel, D.P. & Robinson, F. G. School learning: An introduction to educational psychology. New York, NY: Holt, Rinehart and Winston, Inc. 1969
Astrid Brinkmann. Graphical Knowledge Display– Mind Mapping and Concept Mapping as Efficient Tools in Mathematics Education [J]. Mathematics Education Review, 2003(Vol.16):35-48
Bell, D. M. Method and post method: Are they really so incompatible [J]. TESOL Quarterly, 2003, (37): 325 - 336.
Brown, D. H. TESOL at twenty - five: What are the issues? [J]. TESOL Quarterly, 1991, 25 (2) : 245 - 260 .
Brown, D. H. English Language Teaching in the“Post-Method”Era: Toward Better Diagnosis, Treatment, and Assessment In J. C. Richards, W. A. Renandya (Ed.), Methodology in language teaching: an anthology of current practice, 2002: pp.9-18. Cambridge
University Press Buzan, T. Use Both Sides of Your Brain [M]. New York: E. P. Dutton. 1974.
Buzan, T. & B. Buzan. The Mind Map Book: How to Use the Radiant Thinking to Maximize Untapped Potential [M]. New York: Penguin. 1993.
Buzan, T. The Mind Set: Use Your Head, Use Your Memory, Master Your Memory and the Speed Reading Book. All London: BBC Worldwide Limited. 2000.
Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, California: Sage Publications
Diane Murley. Mind Mapping Complex Information [J].Law Library Journal, 2007(Vol.99):175-183
Dilin Liu. (1995). Comments on B. Kumaravadivelu's "The Postmethod Condition: (E)merging Strategies for Second/Foreign Language Teaching": "Alternative to" or "Addition to" Method? [J].TESOL Quarterly, 1995 ( 29),No. 1 : 174-177.
Giroux, H. A (1988). Teachers as intellectuals: Towards a critical pedagogy of learning. South Hadley, MA: Bergin & Garvey.
Gu Yueguo. English Language Teaching Methodology [M].Beijing: Foreign Language Teaching and Research Press, 1998:100-146.
Hossein Navidinia, Ahmad Reza Eghtesadi. SLA Lesearch in Postmethod Era: Neglects, Misunderstandings and Alternatives [J]. Educational Research and Review 2009(4): 57-62,
Jo McDonough. & Steven McDonough. Research Methods for EnglishLanguage Teachers [M]. Beijing: Foreign Language Teaching and Research Press, 2000
Jun Liu. Methods in the Post-Methods Era—Report on an International Survey on Language Teaching Methods [J]. IJES. 2004(4): 137-152
Kern, Richard. Perspectives on technology in learning and teaching languages [J]. TESOL Quarterly, 2006, (40): 183 - 210.
Kumaravadivelu,B. Macrostrategies for the second/foreign language teacher [ J ]. Modern Language Journal, 1992, (76): 41– 49. Kumaravadivelu, B. The post method condition: Emerging strategies for
second / foreign language teaching [J]. TESOL Quarterly, 1994, (28) : 27 - 48 .
Kumaravadivelu,B. Toward a postmethod pedagogy [ J ]. TESOL Quarterly, 2001, (35) :537 - 560 .
Kumaravadivela, B. Beyond methods: Macrostrategies for language teaching. New Haven, CT :Yale University Press, (2003a): 41
Kumaravadivelu, B. TESOL methods: changing tracks, challenging trends [J]. TESOL Quarterly, 2006, (40): 59– 81.
Kumaravadivela, B. Understanding Language Teaching—From Method to Postmethod. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers, 2006:172-214
McDermott.P., & Clarke, D. N. Mind Maps in Medicine. [M] Edinburgh: Churchill Livingsstone 1998.
Michaela Borg. A Case Study of the Development in Pedagogic Thinking of a Pre-service Teacher [J]. TESL-EJ 2005(9):1-30
Mitchell, R. Applied Linguistics and Evidence-based Classroom Practice: the Case of Foreign Language Grammar Pedagogy. [J]. Applied Linguistics. 2000(21):281-303.
Numan, D. Designing Tasks for the Communicative Classroom [M]. Cambridge, England: Cambridge University Press. 1989.
Nunan, D. Research Methods in Language Learning. [M]. Shanghai: Shanghai Foreign Languages Teaching and Research Press. 2003.
O’Hanlon, C. The importance of an articulated personal theory of professional development. In J. Elliott (Ed.), Reconstructing teacher education: teacher development 1993:243-255. London: The Falmer Press.
Pennycook, A. The concept of method, interested knowledge, and the politics of language. [J]. TESOL Quarterly, 1989, (23): 589 - 618.
Prabhun, N. S. There is no best method– why. [J]. TESOL Quarterly, 1990, (24): 161– 176.
Simon, R. I. (1988). For a Pedagogy of Possibility. In J. Smyth (Ed.), The critical pedagogy networker, I ( 1- 4 ) Victoria, Australia: Deakin University Press.
Stern, H. H. Issues and options in language teaching [M]. Oxford: Oxford University Press, 1992: 216.
Stern, H. H. Fundamental Concepts of Language Teaching [M]. Shanghai Foreign Language Education Press, 1999.
安代红.思维导图在初中生物学教学中的应用[J].生物学通报,2007(7):40-41
安代红.应用思维导图培养学生创新思维的尝试[J].基础教育参考, 2008(1):71-72
白玥容.“思维导图”在艺术类高职英语课堂中的应用四川教育学院学报2008(4) :70-72
暴占光,华炜,张向葵,田录梅.发散思维训练对62名初一学生创造力的影响[J].中国心理卫生杂志,2007(3): 169-172
陈敏.思维导图及其在英语教学中的应用[J].外语电化教学, 2005( 2):36—41.
戴炜栋.任庆梅编著外语教学与教师专业发展:理论与实践[M].上海外语教育出版社,2006
董金伟《理解语言教学——从方法到后方法》述介[J].现代外语(季刊), 2008(1):99-101
桂诗春.试验心理语言学纲要——语言的感知、理解与产生[M].长沙:湖南教育出版社,2001.
韩振国.宏观着眼微观入手——利用思维导图上好复习课,中国电化教育,2004(8):48-50
胡亦杰.后教学法语境中的教师理论建构[J].深圳大学学报(人文社会科学版),2004(7):122-125
胡亦杰.后教学法理论和大学英语教学[J].深圳大学学报(人文社会科学版),2002(11):118-124
胡亦杰.后教学法与教学法:继承与超越[J].深圳大学学报(人文社会科学版),2006(7):109-112基础教育课程改革纲要(试行)http://www.edu.cn/20010926/3002911.shtml.
江新.第二语言习得的研究方法[J].语言文字应用1999(2):31-37
李静雯.思维导图在中学化学教学中应用的研究[硕士学位论文].南京师范大学,2006
李雪顺.InSpiration的功能特点及其在英语教学中的应用[J].中国电力教育,2008(7):244-245
梁艳春.思维导图在大学英语阅读教学中的应用[J].语文学刊(高教·外文版),2008(8):118-123
林汝昌.外语教学多学科研究[M].北京理工大学出版社,1995
刘润清.外语教学研究的发展趋势[J].外语教学与研究,1999,(1):7-12.
刘润清.外语教学中的科研方法[M].北京:外语教学与研究出版社,1999.
刘旭东.外语教学的后方法的源流[J].江苏外语教学研究,2008(1):1-5
刘亚平.英语综合素质教育创新探究[M].张后尘主编来自首届中国外语教授沙龙的报告商务印书馆出版社,2002.
吕敏.无“法”胜有“法”——评述后方法宏观策略框架并兼论对我国外语教学的启示[J].四川教育学院学报,2006(3):17-23
尚卫平,赵国庆.关于“概念图”与“思维导图”的调查研究[J].信息技术教育,2005(12):48-50
石向东.运用思维导图优化思想政治课教学[J].基础教育研究.2001(6):26-27
束定芳,庄智象.现代外语教学——理论、实践与方法[M].上海:上海外语教育出版社,1996.
孙京丽,刘罡.“友善用脑”中思维导图的运用[J].北京教育(普教),2006(4):45-46.
陶健敏.“后方法时代”语言教学观与对外汉语教学法体系构建[J].暨南大学华文学院学报2006(3):17-23
托尼·巴赞著,李斯译,思维导图——放射性思维[M]北京:作家出版社,1999.
托尼·巴赞.提高语言智能的10种方法(思维导图丛书)[M].北京:外语教学与研究出版社,2005.
王初明.应用心理语言学[M].长沙:湖南教育出版社,1990:163-165.
王光荣.思维导图及其在化学复习中的应用[J].化学教学.2005(11):52一53
王淑飞,李玉斌.MindMap网络课程中的应用[J].现代远程教育研究,2008(1):28-30
王燕. Mind Manager思维导图在教学中的应用[J].中国教育技术装备, 2007(3):67-70
文秋芳论英语学习方法系统的结构、特点与调控[J].外语研究,1996(1):56-60
文秋芳英语学习者动机、观念、策略的变化规律与特点[J].外语教学与研究(外国语文双月刊),2001(3): 105-110
文秋芳王立非.二语习得研究方法35年:回顾与思考[J].外国语, 2004(4):18-25
武尊民.思维导图与综合英语课程目标的构建研究[J].中国外语教育, 2008(2):36-46
袁凤贞.基于Wiki一思维导图的教学模式构建及其在有机化学教学中的应用[硕士学位论文].湖南师范大学,2008
赵国庆,陆志坚.关于概念图与思维导图的辨析[J].中国电化教育, 2004(4)
张丹.思维导图在初中英语阅读教学中的应用[硕士学位论文].辽宁师范大学,2005
张武威,黄宇星.“思维导图”在物理学习“解决问题”中的应用探究[J]. 曲阜师范大学学报,2008(10):125-128
张艳霞.使用思维导图支持探究性学习教学案例研究[硕士学位论文]. 首都师范大学,2006
Ausubel, D.P. & Robinson, F. G. School learning: An introduction to educational psychology. New York, NY: Holt, Rinehart and Winston, Inc. 1969
Astrid Brinkmann. Graphical Knowledge Display– Mind Mapping and Concept Mapping as Efficient Tools in Mathematics Education [J]. Mathematics Education Review, 2003(Vol.16):35-48
Bell, D. M. Method and post method: Are they really so incompatible [J]. TESOL Quarterly, 2003, (37): 325 - 336.
Brown, D. H. TESOL at twenty - five: What are the issues? [J]. TESOL Quarterly, 1991, 25 (2) : 245 - 260 .
Brown, D. H. English Language Teaching in the“Post-Method”Era: Toward Better Diagnosis, Treatment, and Assessment In J. C. Richards, W. A. Renandya (Ed.), Methodology in language teaching: an anthology of current practice, 2002: pp.9-18. Cambridge
University Press Buzan, T. Use Both Sides of Your Brain [M]. New York: E. P. Dutton. 1974.
Buzan, T. & B. Buzan. The Mind Map Book: How to Use the Radiant Thinking to Maximize Untapped Potential [M]. New York: Penguin. 1993.
Buzan, T. The Mind Set: Use Your Head, Use Your Memory, Master Your Memory and the Speed Reading Book. All London: BBC Worldwide Limited. 2000.
Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, California: Sage Publications
Diane Murley. Mind Mapping Complex Information [J].Law Library Journal, 2007(Vol.99):175-183
Dilin Liu. (1995). Comments on B. Kumaravadivelu's "The Postmethod Condition: (E)merging Strategies for Second/Foreign Language Teaching": "Alternative to" or "Addition to" Method? [J].TESOL Quarterly, 1995 ( 29),No. 1 : 174-177.
Giroux, H. A (1988). Teachers as intellectuals: Towards a critical pedagogy of learning. South Hadley, MA: Bergin & Garvey.
Gu Yueguo. English Language Teaching Methodology [M].Beijing: Foreign Language Teaching and Research Press, 1998:100-146.
Hossein Navidinia, Ahmad Reza Eghtesadi. SLA Lesearch in Postmethod Era: Neglects, Misunderstandings and Alternatives [J]. Educational Research and Review 2009(4): 57-62,
Jo McDonough. & Steven McDonough. Research Methods for EnglishLanguage Teachers [M]. Beijing: Foreign Language Teaching and Research Press, 2000
Jun Liu. Methods in the Post-Methods Era—Report on an International Survey on Language Teaching Methods [J]. IJES. 2004(4): 137-152
Kern, Richard. Perspectives on technology in learning and teaching languages [J]. TESOL Quarterly, 2006, (40): 183 - 210.
Kumaravadivelu,B. Macrostrategies for the second/foreign language teacher [ J ]. Modern Language Journal, 1992, (76): 41– 49. Kumaravadivelu, B. The post method condition: Emerging strategies for
second / foreign language teaching [J]. TESOL Quarterly, 1994, (28) : 27 - 48 .
Kumaravadivelu,B. Toward a postmethod pedagogy [ J ]. TESOL Quarterly, 2001, (35) :537 - 560 .
Kumaravadivela, B. Beyond methods: Macrostrategies for language teaching. New Haven, CT :Yale University Press, (2003a): 41
Kumaravadivelu, B. TESOL methods: changing tracks, challenging trends [J]. TESOL Quarterly, 2006, (40): 59– 81.
Kumaravadivela, B. Understanding Language Teaching—From Method to Postmethod. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers, 2006:172-214
McDermott.P., & Clarke, D. N. Mind Maps in Medicine. [M] Edinburgh: Churchill Livingsstone 1998.
Michaela Borg. A Case Study of the Development in Pedagogic Thinking of a Pre-service Teacher [J]. TESL-EJ 2005(9):1-30
Mitchell, R. Applied Linguistics and Evidence-based Classroom Practice: the Case of Foreign Language Grammar Pedagogy. [J]. Applied Linguistics. 2000(21):281-303.
Numan, D. Designing Tasks for the Communicative Classroom [M]. Cambridge, England: Cambridge University Press. 1989.
Nunan, D. Research Methods in Language Learning. [M]. Shanghai: Shanghai Foreign Languages Teaching and Research Press. 2003.
O’Hanlon, C. The importance of an articulated personal theory of professional development. In J. Elliott (Ed.), Reconstructing teacher education: teacher development 1993:243-255. London: The Falmer Press.
Pennycook, A. The concept of method, interested knowledge, and the politics of language. [J]. TESOL Quarterly, 1989, (23): 589 - 618.
Prabhun, N. S. There is no best method– why. [J]. TESOL Quarterly, 1990, (24): 161– 176.
Simon, R. I. (1988). For a Pedagogy of Possibility. In J. Smyth (Ed.), The critical pedagogy networker, I ( 1- 4 ) Victoria, Australia: Deakin University Press.
Stern, H. H. Issues and options in language teaching [M]. Oxford: Oxford University Press, 1992: 216.
Stern, H. H. Fundamental Concepts of Language Teaching [M]. Shanghai Foreign Language Education Press, 1999.
安代红.思维导图在初中生物学教学中的应用[J].生物学通报,2007(7):40-41
安代红.应用思维导图培养学生创新思维的尝试[J].基础教育参考, 2008(1):71-72
白玥容.“思维导图”在艺术类高职英语课堂中的应用四川教育学院学报2008(4) :70-72
暴占光,华炜,张向葵,田录梅.发散思维训练对62名初一学生创造力的影响[J].中国心理卫生杂志,2007(3): 169-172
陈敏.思维导图及其在英语教学中的应用[J].外语电化教学, 2005( 2):36—41.
戴炜栋.任庆梅编著外语教学与教师专业发展:理论与实践[M].上海外语教育出版社,2006
董金伟《理解语言教学——从方法到后方法》述介[J].现代外语(季刊), 2008(1):99-101
桂诗春.试验心理语言学纲要——语言的感知、理解与产生[M].长沙:湖南教育出版社,2001.
韩振国.宏观着眼微观入手——利用思维导图上好复习课,中国电化教育,2004(8):48-50
胡亦杰.后教学法语境中的教师理论建构[J].深圳大学学报(人文社会科学版),2004(7):122-125
胡亦杰.后教学法理论和大学英语教学[J].深圳大学学报(人文社会科学版),2002(11):118-124
胡亦杰.后教学法与教学法:继承与超越[J].深圳大学学报(人文社会科学版),2006(7):109-112基础教育课程改革纲要(试行)http://www.edu.cn/20010926/3002911.shtml.
江新.第二语言习得的研究方法[J].语言文字应用1999(2):31-37
李静雯.思维导图在中学化学教学中应用的研究[硕士学位论文].南京师范大学,2006
李雪顺.InSpiration的功能特点及其在英语教学中的应用[J].中国电力教育,2008(7):244-245
梁艳春.思维导图在大学英语阅读教学中的应用[J].语文学刊(高教·外文版),2008(8):118-123
林汝昌.外语教学多学科研究[M].北京理工大学出版社,1995
刘润清.外语教学研究的发展趋势[J].外语教学与研究,1999,(1):7-12.
刘润清.外语教学中的科研方法[M].北京:外语教学与研究出版社,1999.
刘旭东.外语教学的后方法的源流[J].江苏外语教学研究,2008(1):1-5
刘亚平.英语综合素质教育创新探究[M].张后尘主编来自首届中国外语教授沙龙的报告商务印书馆出版社,2002.
吕敏.无“法”胜有“法”——评述后方法宏观策略框架并兼论对我国外语教学的启示[J].四川教育学院学报,2006(3):17-23
尚卫平,赵国庆.关于“概念图”与“思维导图”的调查研究[J].信息技术教育,2005(12):48-50
石向东.运用思维导图优化思想政治课教学[J].基础教育研究.2001(6):26-27
束定芳,庄智象.现代外语教学——理论、实践与方法[M].上海:上海外语教育出版社,1996.
孙京丽,刘罡.“友善用脑”中思维导图的运用[J].北京教育(普教),2006(4):45-46.
陶健敏.“后方法时代”语言教学观与对外汉语教学法体系构建[J].暨南大学华文学院学报2006(3):17-23
托尼·巴赞著,李斯译,思维导图——放射性思维[M]北京:作家出版社,1999.
托尼·巴赞.提高语言智能的10种方法(思维导图丛书)[M].北京:外语教学与研究出版社,2005.
王初明.应用心理语言学[M].长沙:湖南教育出版社,1990:163-165.
王光荣.思维导图及其在化学复习中的应用[J].化学教学.2005(11):52一53
王淑飞,李玉斌.MindMap网络课程中的应用[J].现代远程教育研究,2008(1):28-30
王燕. Mind Manager思维导图在教学中的应用[J].中国教育技术装备, 2007(3):67-70
文秋芳论英语学习方法系统的结构、特点与调控[J].外语研究,1996(1):56-60
文秋芳英语学习者动机、观念、策略的变化规律与特点[J].外语教学与研究(外国语文双月刊),2001(3): 105-110
文秋芳王立非.二语习得研究方法35年:回顾与思考[J].外国语, 2004(4):18-25
武尊民.思维导图与综合英语课程目标的构建研究[J].中国外语教育, 2008(2):36-46
袁凤贞.基于Wiki一思维导图的教学模式构建及其在有机化学教学中的应用[硕士学位论文].湖南师范大学,2008
赵国庆,陆志坚.关于概念图与思维导图的辨析[J].中国电化教育, 2004(4)
张丹.思维导图在初中英语阅读教学中的应用[硕士学位论文].辽宁师范大学,2005
张武威,黄宇星.“思维导图”在物理学习“解决问题”中的应用探究[J]. 曲阜师范大学学报,2008(10):125-128
张艳霞.使用思维导图支持探究性学习教学案例研究[硕士学位论文]. 首都师范大学,2006