A Study On The Application Of Reading-to-write Teaching Model Based On Mind Mapping In Senior High School English Writing Teaching

Reading-to-write teaching model integrates reading with writing activities,which plays a positive impact on the improvement of students' English writing ability.However,it has some negative effects.For example,quite a few students have a little ideas about how to use reading materials available.And some students rely on these reading materials blindly and apply mechanically regardless of the logic of writings.Mind mapping can be seen as a kind of tool that helps students process information and make their thinking activities visualized,which is helpful to avoid the negative impacts mentioned.Based on input hypothesis and output hypothesis and schema theory,this study combines reading-to-write teaching model with mind mapping and applies this new combination to the English writing teaching in senior high school,aiming to make full use of this teaching model and improve senior high school students' English writing ability.It mainly attempts to explore two questions: 1)What is the influence of reading-to-write teaching model based on mind mapping on senior high school students' English reading and writing strategies? 2)What is the influence of reading-to-write teaching model based on mind mapping on senior high school students' English writing scores?The author takes two parallel classes in grade one of Gaizhou No.2 Senior High School as the research object.Each class has 46 students.One class is seen as the experimental class(EC)and the other class as the control class(CC)for carrying on a16-week experiment.The study adopts questionnaire survey,interview and other research instrument.During the study,the experimental class(EC)adopts reading-to-write teaching model based on mind mapping and the control class(CC)only applies reading-to-write teaching model.The research results show that reading-to-write teaching model based on mind mapping can improve their ability to use English reading strategies such as skimming and scanning,and writing strategies such as making a writing outline.In addition,it also shows that this kind of teaching model can develop student's English writing ability effectively.This study offers some valuable implications to English teaching in senior high school.In English writing classes that applied reading-to-write teaching model,teachers should raise the awareness of the importance of mind mapping,and providesome guidance for students' reading and writing process rather than just focus on the results of writing.However,this study still exists some shortcomings.For example,students' ability to use mind mapping varies,which makes an impact on writing results.Hopefully such limitation can be avoided in future study.