语音、语法、词汇一直被视为构成语言的三大要素。但事实上,词汇的积累却是一个很容易被忽视的过程,以致于成为了外语学习的“瓶颈”。对于小学阶段学生来说，扩充词汇量，提高词汇能力，掌握良好的词汇学习策略，提升学习兴趣，将会给未来的英语学习奠定良好的基础。然而小学生，普遍认为记忆单词困难，记忆方式枯燥乏味，词汇的学习已经成为英语学习的负担。思维导图作为一种有效的思维工具，在上世纪60年代由英国托尼?博赞提出。思维导图以大脑的放射性思维为模型，是一种将思想图像化的技巧，它是一种以多彩图像为中心的放射线图，可以反映出人脑中各信息之间的关系。这种知识结构的统一图形式积累可以记忆更加稳固和持久，从而使大脑潜能得到最大程度开发。目前，真正把思维导图用于教学和学习还处于实践探索阶段， 将思维导图和小学阶段的英语词汇学习结合起来的研究更是少之又少。本研究尝试运用思维导图辅助英语词汇教学，探讨其可行性及效果，旨在探索英语词汇教学的有效途径。 本实验在鄂市某小学六年级两个平行班共九十三名学生为研究对象， 进行了为期四个月的实验，采用了文献法，实验法，调查问卷与访谈法等方法，对思维导图辅助教学及传统模式教学进行了对比研究。 本实验研究的目的是探讨思维导图是否能促进小学英语词汇的学习，使零散、易忘的小学英语单词可视化、网络化、系统化，同时改善学生的英语词汇学习策略和记忆技巧。 通过对实验数据的分析，得出以下结论： 1. 运用思维导图在词汇教学中，通过及时听写结果分析思维导图不能很明显地提高学生拼写的准确率。 2. 运用思维导图辅助词汇教学能提高实验组学生词汇学习的效率。运用思维导图有利单词的长期记忆。数据表明，实验组学生在单词的记忆保持方面优于控制班。 3. 运用思维导图使实验组学生的单词学习策略和学习兴趣都有大幅度的提 升。 本研究对思维导图应用于小学阶段词汇的教学与学习进行了一次尝试， 但是由于本人时间、经验以及水平有限，所以本研究也有很多不足之处：首先，本实验的研究对象为特定地区普通小学学校小学生，英语基础薄弱，提升空间较大，所以实验结果难免带有一定的片面性。其次，由于操作水平和条件设施的限制，本文只讨论了手绘思维导图，未能将思维导图与信息技术相结合。 最后，研究者对后续研究进行了展望。由于思维导图放射性发散的特点及图文结合保持记忆的功能， 研究者认为下一阶段可进一步研讨其在其他教学领域中的应用，或者考虑性别或性格对学生进行分组研究等。

Pronunciation, grammar and vocabulary are the basic elements of the language. In the process of foreign language learning, vocabulary accumulation seems to be easily overlooked, and also become the "bottleneck" of the language learning. For primary school students, expanding vocabulary, acquiring good vocabulary learning strategies and enhancing interest in learning will lay a good foundation for future English learning. However, primary school students generally consider memorizing vocabulary to be boring and difficult. Vocabulary learning has become a burden of English learning. Mind mapping, as an effective tool for thinking, was introduced in the 1960s by Tony Buzan. Mind Map is the pictorialization of divergent thinking. It is illustrated in the form of colors, images and codes to enhance memory and show relationship between words in the hierarchy network. It creates memory links between words and images to get maximum development of the brain potential. Mind Map can make memory more lasting and therefore enhance motivation. The application of mind mapping to English teaching and learning is still in the stage of practice and exploration. Researches about combination of mind mapping and English vocabulary teaching and learning in primary school are even fewer. This study attempts to use mind mapping as an aid to English vocabulary teaching and explore the feasibility and effectiveness, and to explore an effective way of junior primary school English vocabulary teaching. The author selected 93 students in two parallel classes in sixth grade of a school in Ordos as the research subjects to conduct a four-month experiment. Literature research, experiment method, questionnaires and interviews were used to make a comparative study of mind mapping assisted teaching with traditional teaching approach. The purpose of this study is to explore whether mind mapping can promote the students’ English vocabulary learning and improve the students' English vocabulary learning strategies and memory skills. Through analysis of both the quantitative and qualitative data in the experiment, the following conclusions were made: 1. Using mind mapping to assist vocabulary teaching can’t improve the efficiency of the subjects’ vocabulary spelling evidently. 2. Use of mind mapping is conducive to the long-term memory of vocabulary. The data show that the subjects in the EC remain memory of vocabulary better than the CC in dictations. The longer the interval is, the more significant the advantage is. 3. Use of mind mapping has greatly improved subjects’ vocabulary learning strategies and their interest in learning. This study makes an attempt on the application of mind mapping in primary schools. However, because of the limited time and experience, this study has many shortcomings: Firstly, this study is for the primary school students with weak English foundation and a large room for improvement in the certain area, so the experimental result is inevitable with certain one-sidedness. Secondly, due to the awkwardness on computer operation and lack of implement conditions, this study discusses only hand-drawn mind mapping and fails to use mind mapping software. Finally, the author makes a prospect of the further study, in which mind mapping can be adopted in other teaching fields like reading and writing classes, or the subjects can be divided into groups with consideration of factors such as gender and personality.