A Study On The Application Of English Reading-writing Combined Teaching Model Based On Mind Mapping In Senior High School

Reading teaching and writing teaching are two important contents of English teaching in senior high school.One is the input of language,and the other is the output of language.There are certain connections between them,which influence and interact with each other.In the teaching of reading and writing,the combination of the two can improve the application efficiency of language input and output,but also have a positive impact on reading competence in the cultivation of writing ability.However,in the actual teaching of English reading and writing in senior high school,reading and writing instruction are often separated,which is not conducive to the improvement of students' English reading and writing ability.As a visual cognitive thinking tool,mind mapping can not only combine reading with writing but also integrate language input and language output in the same context,which is a powerful platform to realize language input and language output.By using mind mapping,the process of integrated reading and writing can be visualized,specific and simplified.At the same time,the color and personalized features of mind mapping can also help establish an active classroom atmosphere and stimulate students' interest in learning.Based on the schema theory and input and output hypothesis,this thesis attempts to apply mind mapping to the reading-writing integrated instruction in senior high school.Taking 96 high school students as research participants,with the research instruments of tests,questionnaires and interview,this paper discusses the feasibility and effectiveness of the application of reading-writing combined teaching model based on mind mapping in senior high school English teaching using quantitative and qualitative analysis.This study is designed to address the following issues: 1)How is the reading-writing combined teaching model based on mind mapping applied to senior high school? 2)What are the effects of the reading-writing combined teaching model based on mind mapping in students' reading and writing ability? 3)What are the attitudes of students toward the reading-writing combined teaching model based on mind mapping?The results of the study clearly show that the reading-writing combined teaching model based on mind mapping is helpful to improve senior high school students' reading and writing ability as well as their reading and writing habits.Moreover,the teaching model can enhance learners' interest and autonomy in English reading and writing.The thesis integrates mindmapping with reading and writing teaching to construct a more efficient and practical teaching model of reading and writing in senior high school,which may provide some enlightenment and suggestions for future study in the relevant field.