摘要

概念图最早是由美国康奈尔大学的诺瓦克等人基于奥苏贝尔的学习理论开发的，诺瓦克教授提出，概念图是某个主题的概念及其关系的图形化表示，是用来组织和表征知识的工具。概念图理论就是提升学生阅读能力的有效教学策略。运用概念图策略可以培养学生综合阅读的分析能力和解读能力,并引导学生掌握整体知识体系。本文基于概念图理论来研究概念图策略在英语教学中的应用。首先，通过调查问卷了解学生对概念图的了解来设计教案。其次，观察学生在课堂中的反应及在练习中的应用情况。从而发现概念图可以引导学生参与教学活动，指导学生完成学习任务，帮助学生学会反思及提高学生有阅读能力。
关词：概念图；英语阅读；应用
 
Abstract

Joseph D. Novak's work is based on the learning theories of David P. Ausubel, who referred the concept mapping early in 1960s. The concept mapping is a diagram to show the relationships among concepts. It is a graphical tool for organizing and representing knowledge. The theory of concept mapping is the effective strategy to improve students’ reading ability. The concept mapping strategy can be used to cultivate the capacity for analysis and interpretability of students in comprehensive reading. This thesis studies the application of the concept mapping strategy in English teaching which is based on the theory of the concept mapping. At first, the author gets the information about the concept mapping from students through the questionnaire and then designs the teaching plan. Finally, the author observes the reaction of students in class and in exercises. In these ways, it is found that the concept mapping can be used to guide students to participate in teaching activities and finish tasks and help students learn to reflect and improve reading ability in English reading.

Key Words: application; the concept mapping; English reading
 
1.    Introduction
1.1 Background
In the 1960s, the concept mapping was developed by Professor Novak Joseph D.  at Cornell University in America. The concept mapping is based on the theories of Ausubel David P. who stresses the importance of the prior knowledge in being able to learn about new concepts that Novak named it “concept mapping” in the book Learn How to Learn. (http://en.wikipedia.org/wiki/Concept map) Novak defined the theory of the Concept mapping that is a technique for representing and organizing knowledge in graphs according to educational psychology of Ausubel. In order to work with elementary school students, Novak and his workers thought that they need to design a new structure to enhance the meaningful learning, and then, they constructed the concept mapping and demonstrated it with young children (age 6-8) to acquire the significant learning. (Novak J.D. 2006) Moreover, Novak used this technique as teaching technology to promote the understanding in teaching of science. (Novak J.D. 1983) The concept mapping has become one of the researches in the field of teaching since 1960s, and it is helpful for teaching thoughts of teachers, knowledge construction of learners and self-reflection and evaluation of learners. Many scholars developed the concept mapping as teaching strategy in education that it can generalize and process all kinds of concepts and these relationships to spur students for meaningful study.