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本文通过测试数据表明，采用读写结合的教学方法可以提高高一学生的英语写作水平接近。那个结果显示了前测和后测的比较结果抄送在一个学期的学习之后，每个学生在学习上或多或少都会取得一些进步。因此，经过一个学期的实践，英语写作和交际写作都取得了一定的进步。更重要的是，经过数据分析和比较，EC的学生比CC学生在写作方面取得了更大的进步。他们的进步不仅表现在写作的整体表现上，还表现在写作内容、词汇使用、句子结构和组织等方面。

Chapter I Introduction

1.1 Research background

In English language knowledge, grammar is an important part of it. Grammar isthe basis of correct understanding and using English for effective communication. Inlearning a foreign language, if one doesn’t understand the internal rules of thelanguage, it will affect the accurate use of the language for communication.“Grammar usually refers to the usage rules of language correctness andstandardization, which are the rules and basis for people to express their ideascorrectly. The purpose of grammar is to help students understand and use languagecorrectly”(Li Baorong 2014).

The overall goal of English Curriculum Standards for Compulsory Education(2011 Edition) (hereinafter referred to as “English Curriculum Standards”) is toenable students to master basic English language knowledge and skills in listening,speaking, reading and writing so that they form sufficient competence in using thelanguage, promote mental development and improve comprehensive humanisticliteracy. The formation of overall language ability is based on language skills,language knowledge, emotional attitudes, learning strategies and cultural awareness.Language skills and knowledge are the basis and important part of overall languageability. The basic knowledge of English language that students should learn andmaster at the stage of compulsory education includes phonetics, vocabulary, grammarand language forms used to express common topics and functions. Thus, grammar isan indispensable part of English learning. Therefore, it is necessary to review Englishgrammar.

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1.2 Purpose and significance of the research

1.2.1 The purpose of the research

In this study, mind map was introduced into English grammar review class inprimary school, and a comparative experiment was conducted. The content of thecomparison mainly includes the grammar score and the interest of grammar review. Inview of such content, the purpose of this paper is to test whether the use of mind mapcan stimulate students’ interest in English learning and improve their grammar scores.

1.2.2 The significance of the research

The theoretical significance of this paper is to hope that through the applicationof mind map in primary school English grammar review, it can bring newenlightenment to the current primary school English grammar review class, in theory,it can give enlightenment to improve the current situation of primary school Englishgrammar review, and bring a certain reference significance.

The practical significance of this paper is to hope that students can improve theirgrammar scores, promote the formation of good learning habits and improve theirinterest in reviewing grammar after using mind map. It is also hoped that theempirical study of mind map can provide useful reference for English learners and  practical teaching.

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Chapter II Literature Review

2.1 Definition of Mind Map

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