Research On The Teaching Of English Writing With The Application Of Mind Mapping In Junior Middle School

the New English Curriculum Standards(2011)describes specific writing requirements from Level One to Five that students should reach in different periods of time,among which Level Five is the level that students should reach when they graduate from junior middle school.Moreover,the writing score of the current English exam is 15 points,which accounts for a large proportion of English test scores,and the writing requirements are becoming stricter and stricter for students.However,in the current English writing teaching,many teachers ignore the training of English writing,and there is no systematic and effective guidance for writing.The current English writing performance and situation of junior middle school students are not as good as many English teachers expect,and there are even some problems in their English writing.This article,based on mind mappings,discusses the two following questions:1.What aspects of English writing are mainly influenced by mind mappings?2.Compared with traditional writing teaching,how does the teaching of Englishwriting with the application of mind mappings help students improve theirEnglish writing abilities or scores?During the experiment,two classes of students were selected as participants,Class 4 Grade 9 were chosen as the experimental class while Class 5 Grade 9 were chosen as the controlled class.The teacher in the experimental class used the mind mapping English writing teaching method,and in the controlled class the teacher used the current writing teaching method.After 14 weeks of the experiment,relevant information and data related to mind mappings and students’ English writing werecollected and analyzed through literature research,questionnaire survey,interview,pre-test and post-test,and changes before and after the experiment were analyzed to answer research questions.Through the analysis of questionnaire results,interview analysis and changes in students’ writing scores and writing performance before and after the experiment,It was found that the average writing score of the experimental class was 2.5 points higher than that of the controlled class.The results of this study show that the use of mind mappings to guide English writing teaching can make students’ English writing ideas broad.Mind mappings make their contents enriched,and reasonable layout has a clear logical relationship.At the same time,through this series of training,students learn to use certain writing strategies and methods which can greatly improve the students’ English writing abilities and scores.