| Writing is one of the essential English learning skills for senior high school students.It is an important objective of English teaching,which can objectively reflect students' ability of using language.However,writing is also the most difficult language skill to be developed.Writing is becoming the bottleneck of English learning and one of the most difficult problems English teachers are facing.In the early 1960 s,the British scholar Tony Buzan put forward Mind Map,which is a thinking tool of visibility and divergence invented according to the radioactive characteristics of the brain.Mind Map enables complex things to be presented in a concise and clear way,making the learning content logical and clear.The purpose of this study is to verify whether the rational use of Mind Map can effectively improve the efficiency of senior high school English writing teaching.This paper mainly studies three questions:Question 1: Can Mind Map alleviate senior high school students' English writing anxiety?Question 2: Can Mind Map have a positive effect on senior high school students' English writing strategies?Question 3: Can Mind Map improve senior high school students' English writing proficiency?Based on the research questions,this study selects two parallel classes of Grade One in Zhuanghe No.6 Senior High School as control class and experimental class,with a total of 95 students as the research objects.The experiment time lasts for four months.With the help of multimedia,Mind Map is applied to English writing teaching in senior high school.In the experiment,questionnaire,test and interview are used.At the end of the experiment,statistical software is used to make a comparative analysis of the experimental data to test whether Mind Map is feasible and effective in English writing teaching in senior high school.The results show that Mind Map is beneficial to the improvement of students' English writing proficiency and the alleviation of writing anxiety.Moreover,after using Mind Map,students' writing strategies changed a lot.Therefore,it is suggested to apply it to English writing teaching in senior high school.However,due to the influence of various factors,this study still has some limitations.It is hoped that this study can provide some empirical references for English writing teaching in senior high school. |
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