Effects Of Mind Mapping Writing Teaching Mode On Senior Primary School Students’ Writing Quality

This study was undertaken to investigate effects of mind mapping writing teaching mode on senior primary school students’ writing quality in terms of content,organization and language.The theoretical bases of this study are Schema theory,Constructivism theory and Mind mapping teaching theory.The significance of the study is to find out the effects of mind mapping writing teaching mode so that students can improve writing quality by means of mind mapping.The research questions of this study are as follows1.What are the effects of mind mapping writing teaching mode on senior primary school students’ writing quality in terms of content?2.What are the effects of mind mapping writing teaching mode on senior primary school students’ writing quality in terms of organization?3.What are the effects of mind mapping writing teaching mode on senior primary school students’ writing quality in terms of language?The subjects in this study were 80 sixth-grade students from two parallel classes in Nantong Zhuhang Primary School.The instruments of this study were two writing tests and interviews.A writing pre-test was taken before the experiment to make sure that the English writing quality of two classes was equal.In the process of the experiment,mind mapping writing teaching mode was adopted in the experimental class,while the traditional writing teaching mode was adopted in the control class.After one semester’s experiment,all the students in both classes participated in a writing post-test.Meanwhile,some students were interviewed before and after the experiment to further learn about the practical impact of mind mapping writing teaching mode.Data analysis involved double scoring,calculation and comparison.Two writing tests were scored by the same teacher according to the same evaluation criteria including three key rating categories:content,organization and language Independent Sample T-test and Paired Sample T-test were employed to calculate and compare students’ writing quality in terms of content,organization and language.The detailed analysis of the statistical data leads to the following findingsFirst of all,mind mapping writing teaching mode can effectively improve the writing quality of senior primary school students in terms of writing content.According to the statistical data,score of writing content of students in the experimental class improved by 6.12,while score of writing content in the control class improved by 1.97.This finding may be attributed to two factors.One is that students use mind mapping to embody key points,helping them catch the main idea of the writing easily.The other is that mind mapping allows students to think about different aspects of writing topics so that they can enrich their writing content.Secondly,mind mapping writing teaching mode also has a positive effect on senior primary school students’ writing quality in terms of organization.According to the statistical data,the mean difference between the experimental class and the control class was 2.57 with the significant level at 0.00,smaller than 0.05,which means that there is significant difference This may be because mind mapping,a form of visual expression,can provide students with a clear and visual frame of composition,in which students can generate and connect ideas through branches or association lines in mind mapping.Thirdly,mind mapping writing teaching mode improved senior primary school students’writing quality in terms of language.Based on the data analysis,the mean difference between the experimental class and the control class was 4.08 with the significance level at 0.00,so there was significant difference.For one thing,the students can add branches and leaves to the branches of mind mapping,thus making the language expressed in the composition more specific and colorful,as well as creative and thoughtful.For another,under the guidance of mind mapping students can summarize vocabulary and sentence patterns suitable for the composition,so that students’ writing language is more diverse and colorful.Based on the findings of this study,the implications of this study are as follows.Firstly,mind mapping writing teaching mode can be used to improve students’ writing quality.Secondly,students’ attention should be focused on the content,organization and language during the writing teaching based on mind mapping.Thirdly,teachers should help students draw a well-designed mind map.The well-designed mind map can develop students’divergent thinking,enrich their writing content and optimize their composition organization.This study has three limitations.Firstly,the sample size is not large enough to be extended to the whole population.Secondly,the writing type is limited to make the research field incomprehensive,for the topic of the writing was given.Thirdly,the whole experiment was conducted in one semester,which cannot guarantee its long-term effects on writing quality.