The Application Of Mind Mapping To English Writing Teaching In Senior High School

Writing not only occupies an important position in senior high school English teaching,but also reflects students' English comprehensive learning ability.In recent years,more and more teachers have been exploring various new teaching methods of writing.However,in the current English teaching,there are still some problems in writing,and the teaching effect is not satisfactory.For example: the students' language logic is not clear,the vocabulary expression is not rich enough,and the overall writing interest is not high in the process of writing.Therefore,teachers urgently need to find a new teaching method to improve this situation in the writing teaching.The purpose of this study is to explore an effective writing method,which applies mind mapping to senior high school writing teaching to improve the current situation of writing and improve students' writing level.The mind mapping,also known as the mind map and brain map,is a visual and graphical thinking tool proposed by the famous British psychologist Tony Buzan in the 1960 s.As a visual thinking tool,mind mapping can effectively help learners to improve their interest in learning,exercise their logical thinking ability,and improve learning efficiency.In recent years,the research on mind mapping has been applied in many fields.However,there are still few studies on mind mapping in English writing teaching in senior high school.Therefore,the author apply mind mapping to English writing teaching in senior high school,and the research questions are as follows:1.What impact will mind mapping have on improving students' writing ability?2.In what aspects can mind mapping improve senior high school students' writing ability?The study mainly uses literature analysis,questionnaires and experimental methods to explore the effectiveness of mind mapping in senior high school writing teaching.And the research objects of this study are the students of two parallel classes in the fist grade of Neihuang No.1 senior high school.First of all,the author uses questionnaires to know the level of students' writing and their attitude towards writing and find problems in the writing process.Then the students of the two classes are tested before the teaching experiment,which indicate that the writing level of the two classes is equal.The students in the two classes are divided into control class and experimental class.The writer adopts different teaching methods in different classes.In the experimental class,the author adopts the writing teaching method based on mind mapping and the author adopts the traditional teaching method in control class.After the experiment,the students of the two classes are tested and the students in the experimental class are surveyed again.There are six chapters in this thesis.In the first chapter,the author briefly introduces the research background,research significance,research problems,research methods and the overall structure of the research.Chapter two mainly summarizes the research status of mind mapping both at home and abroad and its application in the field of writing.The third chapter introduces the theoretical basis,concept,drawing methods and drawing principles of mind mapping.The fourth chapter is the core part of this research: experimental design.The fifth chapter is data analysis,including pre-test data analysis and post-test data analysis as well as the data analysis of the pre-questionnaire and post-questionnaire.The sixth chapter is the conclusion of this study.Through the analysis of experimental data,the result can be found that the writing level of students in the experimental class is improved compared with that of the control class.It can be seen that the teaching method of writing based on mind mapping is feasible and effective.