思维导图与综合英语课程目标的构建研究

A study of mind-maps and ‘General English’ course objectives

学生理解课程教学目标有重要意义，因为只有在学生将课程目标真正作为自己学习的目标时，教学才有实效。本研究利用思维导图观察学生对本科英语专业综合英语课程教学目标的理解。思维导图是由英美心理学和教育学家T. Buzan 和J. Novak 所提倡的。有效使用思维导图有助于发散性思维的发展，提高学习效率。笔者研究了英语专业本科二年级学生在学期初和学期末所画的两幅思维导图，并试图通过研究它们在文字产出和构图复杂程度上的差别来解释学生对课程的认识。开始时学生对课程目标的认识是笼统、抽象的，一个学期后发展为对课程目标所包含的听说读写技能和语法词汇及文化知识有具体的个体化的理解。学生的学习策略意识和自主学习意识也有所加强。学生对于课程目标的深入理解取决于教师在教学过程中基于学生需求的各项教学决策及其与学生的教学互动。

It is important that students understand the instructional objectives of the course they are taking because only then can they achieve effective learning. The present paper reports a study of students' understanding of the course objectives for the Course of [General English] by using mind-maps as a means of assessment. As thinking tools advocated by psychologists and educationists T. Buzan (1974) and J. Novak (1984)， mind-maps are believed to help organize thoughts and develop radiant thinking ability important for effective learning. By comparing and analyzing the min-maps students drawn at the beginning and the end of the 18-week school term， the researcher found that changes have taken place in the complexity of the mindmaps and the amount of linguistic output which are indicators of the students' understanding of the course objectives in relation to their own learning objectives. The analysis also reveals that there is more awareness of learning strategies and autonomous learning. The study suggests that interaction between teacher and students， and reflection about teaching and learning are essential for communicating and understanding the course objectives.