Application Of Mind Mapping In English Reading-to-Write Teaching In Junior High School

English reading and writing are the focus of junior high school teaching,reading is an important way of input for language learning,while writing is an important way of output.Therefore,experts believe that reading and writing are complementary and mutually reinforcing.In recent years,writing has received much attention from both the requirements of the new English curriculum standards and the senior high school entrance examination.However,the current teaching situation is not very optimistic due to the influence of traditional teaching methods,the separation of English reading and writing lead to students' inadequacy of writing ability.Mind mapping was proposed by Tony Buzan(1960),it is an effective thinking tool that links different images,colors,lines with keywords and it gives full play to the function of the left and right brain.The process of drawing mind mapping can also effectively stimulate students' interest in learning,tap the potential of brain and promote the development of thinking.Therefore,the application of mind mapping can provide a new way for the combination of English reading and writing,it visualizes and logicalizes this process.There are many studies on the use of mind mapping in English teaching,such as Farrand(2002),Pei Guanggang(2007),Gu Min(2014)who used mind mapping in English reading or writing,but the research on applying mind mapping in English reading-to-write teaching is extremely limited.In this study,80 students from two parallel classes in the third grade of a school in Xiangfen County of Linfen City were selected as the research subjects,reading-to-write teaching based on mind mapping has been conducted in experimental class for one semester.This study takes input and output theory,schema theory,and constructivism theory as the theoretical basis,it uses testing,questionnaire and interview to collect data,SPSS 17.0 is used for data analysis,trying to explore the following three questions:(1)What is the influence of reading-to-write teaching by using mind mapping on students' writing interest and attitude towards writing?(2)What is the influence of reading-to-write teaching by using mind mapping on(3)What is the influence of reading-to-write teaching by using mind mapping on students' writing performance?The study find that reading-to-write teaching by using mind mapping can effectively improve students' English writing interest,awareness of using writing strategies and most students have a positive attitude towards this teaching model.The students in the experimental class are more interested and confident in English writing after the experiment,they can use writing skills to complete writing tasks and imitate the structure and framework of the relevant reading topics and consider the overall layout of the article in the writing strategies;students' English writing performance are significantly different before and after the experiment in the experimental class.The average score increased from 6.750 before the experiment to 9.900 after the experiment,which indicates that reading-to-write teaching based on mind mapping can effectively improve students' English writing performance.