传统英语词汇教学着重强调词汇的发音、拼写与词汇意义，视每个单词为一个独立的研究对象，高度重视词汇记忆与背诵。在此教学法的影响下，学生词汇能力停留于单词识记与辨别，而缺乏真实语境下运用词汇的屈折变化能力。与此相反，“格语法”以一种崭新视角分析词汇，不仅停留于词汇在句中的表层结构，同时深入研究词汇在句中的深层结构。据此理论框架，句中的不同词汇属于不同的“格”，在句中充当着不同成分，承担着不同功能。词汇根据自身所属的“格”，具有相对应的屈折变化形式。由于考虑到句子结构分析与“格”语法理论的复杂性，本文笔者将“格”语法理论与思维导图相结合，研究“格”语法在实际教学中如何影响学生的词汇屈折变化能力，通过定性与定量分析相结合，测试分析思维导图对学生词汇屈折变化能力培养方面的有效性与可行性。 研究由定性与定量研究组成。研究之初，笔者对福建省某初中学生与教师进行访谈，并对两组被试进行前测与问卷调查，旨在揭示目前初中英语词汇教学存在的普遍问题以及学生词汇屈折变化能力与屈折变化意识的现状。随后，笔者在两个被试班级进行了对比实验，实验为期12周。参照组和实验组被试人数与男女比例相同，程度相近，经过严格控制，实验期间仅有教学方法的差异。实验前，被试学生进行前测，反映被试原有的词汇屈折变化能力以及屈折变化意识，同时保证两组被试词汇屈折变化能力相当。12周后，两组被试进行后测与问卷调查，并对被试学生与教师进行访谈。实验后，笔者借助SPSS16.0统计工具，对比分析了两组被试在不同教学法影响下词汇屈折能力的变化。并结合访谈与问卷调查，测试了结合思维导图对初中生词汇屈折变化能力培养的有效程度与可行程度。 研究结果表明：结合“格”理论的思维导图对于不同被试群体有着不同影响。高水平被试的词汇屈折变化能力在实验后取得了显著提高，中等水平被试的词汇屈折变化能力收效甚微，仅有轻度改善，而低水平被试的词汇曲折变化能力水平出现了倒退。与此同时，男性被试词汇屈折变化能力的提高程度明显高于女性被试，存在显著的群体差异。在调查与实验的基础上，本文笔者提出了实验结果的教学启示，并针对初中词汇教学与词汇屈折变化能力培养方面提出了相关建议。研究就初中词汇教学提供了一种新的思路，旨在培养学生词汇屈折变化能力方面探索出一条更加行之有效的教学途径，并探讨了结合“格”语法理论的思维导图在初中词汇教学的有效程度与可行程度。

Traditional English vocabulary teaching concentrates on pronunciation, spelling, and meaning of words and regards each word as a single unit. It puts great emphasis on memorization and recitation of words. In this way, students are only able to recognize the forms of words but they are short of the inflectional competence to use the words in the real context. By contrast, “Case Grammar” analyzes words from a new perspective. Not only does it study the surface structure of words, but it also analyzes the deep structure of words within a sentence. On the basis of the theory, different words belong to different “Cases” which perform different functions in a sentence. Thus, different words possess different inflectional forms according to different “Cases”. Considering the complexity of sentence structures, the author combines “Case Grammar” with Mind Map to discuss how the theory of “Case Grammar” influences students’ inflectional competence of words. The purpose of this thesis is to testify the feasibility and effectiveness of the new method on students’ inflectional competence of words in real classroom teaching. In order to testify the feasibility and effectiveness of the new method, the author of this thesis carried out a survey and an experiment among Junior One students at a Junior High School in Fujian Province. A survey is implemented before the experiment. It includes a pre-test to Junior One classes to analyze students’ inflectional competence of words. Besides, a questionnaire and an interview followed the pre-test to reveal the current situation and problems of the present vocabulary teaching and learning. Then a 12-week experiment was done. Junior One classes were chosen to carry out the experiment. One class was the experimental class, where mind map was applied. The other was the control class, where the traditional approach was used. After 12 weeks, a post-test was conducted to test the effects of the teaching experiment. At last, the interviews were carried out. The results of the questionnaires, tests, and interviews before and after the experiment were recorded and analyzed with the assistance of SPSS 16.0 for further analysis of the findings. From the result, it indicates that the new method exerts different influence on different subjects. Subjects with high learning competence benefit greatly, meanwhile subjects with average learning competence improve slightly. The performance of subjects with low learning competence is worse after the experiment. Besides, male subjects’ improvement is greater than female subjects’. Based on the survey and the experiment, this thesis puts forward the pedagogical implications and several suggestions about junior high school English vocabulary teaching and the application of “Case Grammar” to language learning and teaching.