An Action Research Of The Application Of Mind Mapping To The Writing Teaching In Senior High School

English,as the most widely used language around the globe,is taking on its significant communicative function.Since China opened up to embrace the outside world,the country has been attaching great importance to the education of the subject English,which is apparently shown in the subject arranged from the elementary education to higher education.The latest edition English Curriculum Standards for Senior High School(2017)states that listening,speaking,reading,viewing Students are the most fundamental and vital skills,and improving them is the core part of English teaching and supporting points of English learning.From a lot of teaching practices,teachers and students are always confused by how to improve the ability of English writing.Many senior high school students find it hard to write satisfactory compositions that are likely to show a poor text constructive ability,which makes them more anxious when facing English writing.It is pressing to improve this condition in an effective way.Mind mapping as a visual thinking tool,which is characterized by radiating thinking effectively and presenting the process and content of thinking clearly and so on,is widely applied to a variety of areas.Through reading and arranging relative literature,it is known that mind mapping has also been used in English teaching at home and abroad and its effects are positive and prominent.The features of mind mapping can be accorded with and the problems consisting in student’s English writing,and action research is dynamic and used to improve teaching practice by continuous adjustments.Furthermore,there is not enough completely coincident research.In consideration of the above points,an action research on mind mapping used in English writing teaching in Bijie No.2 Senior High School of Guizhou Province is to be designed and implemented by the author.In terms of the problems which students are faced with in English writing in this senior high school,the author put forward the following two questions before the research:1.Will writing anxiety of the students decrease if mind map is used when they are writing?2.Will text organizational ability of students improve if mind map is used when they are writing?The action research was conducted among 54 students in Grade 3 from a regular class of Bijie No.2 Senior High School.The research lasted about 4 months,and it adopted the following different instruments like questionnaires,tests,and teacher’s logs.The results of this research showed obviously that the students got better in their English writing through the application of mind mapping.1.The students had less anxiety in their English writing than before.2.The text organizational ability of the students improved to a higher level than before.Thus,it is easy to get the conclusion that mind mapping indeed contributes to the students’ English writing and it can be used flexibly in English writing teaching.Surely,this research has several limitations on account of some subjective or objective conditions,which will be come up with at the end of the thesis.