Empirical Study Of Mind Mapping In Junior High School English Writing Teaching

Writing is the foundation of English learning in junior high school,and the importance of English writing teaching has received more and more attention from the teachers in junior high school.English writing is very vital in teaching and learning.Teachers and students have put a lot of efforts into teaching writing,but the results are not satisfying.At this stage,the English writing situation in junior and senior high schools is not ideal.Students are not interested in English writing.English writing has gradually become a bottleneck for students' English learning,and it has also become one of the most difficult problems that English teachers are facing.Therefore,the writing teaching based on mind mapping came into being.Mind mapping is a tool for visualizing radioactive thought processes and results.Mind mapping is based on hierarchical and categorized information organization,and branch from the central theme through specific associations.Branches are identified by keywords or graphics,and changes in color and fonts are used to visualize the thinking process and results.Mind mapping helps to screen,classify,and organize information.What is more,it also can build relationships between information.These characteristics are extremely useful for students to complete writing tasks.This research aims to find whether the use of mind map can improve students' English writing ability? The results are explored from the following 5 questions: with the use of mind mapping in the writing teaching:(1)Whether it can help students enrich writing content?(2)Whether it can help students optimize writing structure?(3)Whether it can help students enrich their writing vocabulary?(4)Whether it can help students improve the cohesion of their writing content?(5)Whether it can help students reduce their grammar errors?This paper uses literature research,questionnaire surveys,interviews,and experimental research methods to collect and analyze relevant information about mind mapping and students' English writing.The test results are analyzed to verify experimental hypotheses.It also discusses from the five aspects of writing content,vocabulary,grammar,structure and cohesion.This study lasted ten weeks,and the students in a junior high school in Luyang District of Hefei were taken as the research subject.Among them,the Class 4 Grade 8 is an experimental class,and the control class is Class 1 Grade 8.The experimental class uses a writing method based on mind mapping,while the control class uses traditional writing teaching methods.The author uses data processing software to collect and analyze the writing test resultsThe research results show that,compared with traditional writing teaching methods,the application of mind mapping in junior middle school English writing teaching can enrich students' writing content,optimize students' writing structure,and improve the cohesion of students' writing content.The grades of students' writing vocabulary and grammar have been improved,but the effect was not significant.With the usage of mind mapping,students' interest in writing increased.In the process of drawing mind mapping,students actively think and form their own writing methods.Thereby,mind mapping can improve students' English writing ability.Finally,the author puts forward some suggestions for junior middle school English writing teaching based on the research results.This study explores the application of mind mapping in junior middle school English writing teaching to verify the hypothesis.It applies theory to practice,and provides reference for the majority of junior middle school English teachers' in writing teaching.