Research On English Writing Teaching In Senior High School Based On Mind Mapping Cognitive Model

Writing,a significant piece of the four fundamental English learning expertise,can show students’ capability to use language knowledge comprehensively with intuition.Lately,the request of Mind Mapping in English writing teaching has allured widespread attention from intellectual dwelling and overseas,which has been established to be a valid writing instruction means.However,in script practice,undergraduates still countenance difficulties such as the shortage of logic in the arrangement of the feature and unintelligible content.From previous researches,we arrive at a conclusion: it is Mind Mapping that arouse students’ interest in English writing and their writing performance enhanced at the same time.But these researches lack of combining Mind Mapping with English writing teaching in senior high school with the guidance of Schema theory and Cohesion theory to investigate its effectiveness.In order to explore the influence of the cognitive model of Mind Mapping on the content and structure of high school English composition teaching,the researchers used Schematic Theory and Cohesion Theory to enhance the scientificity and feasibility of the research,and combined quantitative and qualitative to verify the authenticity of the research.On the basis of Cohen’s(2005)composition sub-item scoring standard,this research attempts to explore: 1.Can Mind Mapping cognitive model improve students’ English writing ability? 2.Can Mind Mapping cognitive model promote students’ layout ability? 3.Can Mind Mapping cognitive model grow their thinking qualities as well?The research choose two A-level classes in a higher ranking school in Guizhou Province,summing up to 84 students.The research sample included two writing tests,two questionnaires and an interview.The writing test was parted in pre-test and post test,which were used to inspect the availability of Mind Mapping in English writing teaching;the questionnaires aimed to realize the affect of Mind Mapping on students’ writing tactics.The interview was to know about the attitude of front-line teachers to this method and suggestions for improvement.During the author’s internship,there were two different teaching methods according to the diverse teaching subjects.Due to the different learning conditions,students in the EC used Mind Mapping in writing teaching,while students in the CC employed old-fashioned teaching manners.Lastly,the sample data was analyzed to verify the teaching results as an effective way.After data accumulation and analysis,this paper comes into being the peroration that:(1)Making a contrast with the students in the CC,it can be seen that after the experiment,the students in the EC approved Mind Mapping teaching mode on the grounds of questionnaire,and their interest in writing had also increased;(2)The consequences of writing test indicated that the writing presentation of the students in the EC was better than that in the CC to a great extent,and the cohesion and coherence of the text were also improved.The obvious sign was the use of more conjunctions used in EC and the logic of their composition enhanced.From the results above,some implications can be reached for foreign language teaching and research as follows.First of all,instructors should master the drawing and usage of Mind Mapping and the significance of applying it in higher ranking school English writing teaching should be highlighted;Furthermore,they should make reflection and summary constantly in their teaching aiming to integrate Mind Mapping with the teaching design;secondly,teachers should be familiar with the textbooks and dig out the themes of them,which are related to students’ daily life,so that they can rely on and have words to write in writing;and finally teachers can apply Mind Mapping for optimizing teaching resources to design writing activities that attract students’ interest and conduce to improve their written expression skills.