Application Research Of Mind Map In The English Teaching Of Reading For Writing In Junior Middle School

As one of the international common languages,English plays an extremely important role in international economic and political exchanges.As one of the four basic English skills,English writing skills can reflect a person’s comprehensive English ability.According to the requirements of English curriculum standards,the problems of students’ writing,the present situation of writing teaching and the literature research on thinking map and reading for writing,the author aims to improve the teaching effect of English writing,therefore,propose questions below:First,what is the advantage of thinking map and reading for writing’s teaching mode? Second,what is the difference between the reading for writing teaching mode with thinking map and the writing teaching mode of reading for writing? The purpose of this study is to use the teaching mode of combining thinking map with reading for writing to test whether the teaching mode of combining the two has more advantages,to improve students’ writing level and enrich the empirical research on the combination of thinking map and reading for writing,at the same time,to provides practical reference for English teachers.In this study,the author used experimental research,questionnaire survey and literature research.This study lasted 12 weeks.Class Eight and Class Ten of Grade Eight of one Junior Middle School in Liangcun Town,Huaiji County were selected as the research objects,Class Eight was experimental class and Class Ten was control class,there were a total of 95 students.The experimental class adopts the teaching mode of English writing which combines thinking map and reading for writing,while the control class adopts the teaching mode of reading for writing.The teaching mode of English writing in the experimental class is based on the cyclic relationship between the five theories of input hypothesis theory,constructivism theory,visualization theory,schema theory and output hypothesis theory,while the teaching mode of the control class is to eliminate the teaching aids of mind map from the teaching mode of the experimental class.Use the SPSS22 data tool to analyze the scores of students from the two classes in pre-test and post-test on total score,content,structure,grammar,coherence and volume and have T test of independent and paired samples,to analyze whether there are significant differences between the two classes in the above 6 aspects.Meanwhile,Use the SPSS22 to have T test of independent to analyze the data from the questionnaire before the teaching experiment and after the teaching experiment on English writing attitude,reading habits,behavior attitude in writing class,effect evaluation for writing class and the understanding of drawing thinking map and the overall of the five dimensions.The pre-test and post-test results show that there is no difference between the experimental class and the control class in the above 6 aspects in pre-test,However,after experimental study,there are significant differences in coherence latitude between experimental class and control class in post-test;Meanwhile,the independent sample T test for the five dimensions of English writing attitude,reading habits,behavior attitude in writing classs,effect evaluation for writing class and cognition of drawing thinking map and the whole of these five dimensions shows that there is no significant difference between the experimental class and the control class in the preparation stage of the experiment,but after the experimental study,there are significant differences between the experimental class and the control class in the five aspects of the overall,reading habits,behavior attitude in writing class,effect evaluation for writing class and cognition of drawing mind map.The results show that the teaching mode of thinking map and reading for writing has more advantages in cultivating good reading habits,forming good behavior attitude in class,and obtaining good evaluation from students.It enhances students’ cognitive level of drawing mind map and improves students’ writing coherence.The enlightenment of this study is as follows: first,writing teaching should give full play to the visual perfection of mind map.Second,writing teaching should pay attention to students’ reading input.Third,writing teaching should fully reflect the "double-master" teaching mode.Fourth,writing teaching should pay attention to students’ writing output.