A Study On The Effectiveness Of Mind Map In Promoting The Writing Logic Of Senior High School Students At Different Levels

English learning mainly includes listening,speaking,reading and writing.Writing plays a very important role in conveying information and expressing emotions.Senior high school English Curriculum Standard(2017 Edition)stipulates that students can "respond to different needs and groups with the help of their own language and knowledge accumulation and form new articles in the way of speaking and writing".Writing is the first course for students to learn English,which is a very complicated thinking process.The English curriculum standard puts forward higher requirements for students’ comprehensive level,but the current situation of "teaching" and "learning" in English writing is worrying.In teaching,teachers usually pay attention to reading and vocabulary teaching,but not to writing class.Some old teachers directly ask students to imitate the samples of papers.Basically,first,the writing task is assigned according to the teacher’s demand.Then,let students complete the task,and after that,the teacher will mark the composition.Finally,the teacher will comment on the composition.The whole process is lacking the teacher’s targeted guidance,therefore students’ interest in writing is not high,and the improvement of writing performance is slow.The founder of mind map is Tony Buzan.It is a kind of thinking method that expresses the different thinking of human left and right brain in a graphic way.In this paper,mind mapping is applied to the teaching of writing.In this paper,the application of mind map in writing teaching aims to study three questions.First,can the application of mind map in writing teaching improve students’ logical level of writing? Second,is it the same for students with different English proficiency? Third,can we improve the overall level of students’ writing? Through the research,the author can provide new ideas for English writing teaching,to a certain extent,to promote the author’s own teaching level.In addition,it is proved that mind map can open up students’ writing ideas and fundamentally solve the situation that students are unable to write because they have no ideas.Finally,students can find better learning methods,to a certain extent,students can be encouraged,so as to improve their interest in English writing,and then to a certain extent,promote their enthusiasm for learning various subjects,and promote the all-round development of students.In this paper,120 students from two ordinary classes are selected as the research objects by using the methods of test and interview.According to the results,the control class and the experimental class are divided into two parts: the students with good results and the students with average results.There are 60 students in each class.My research process lasts for three months.I will conduct two tests and two interviews.Finally,I will analyze the test results and the interview results.Through the analysis of the pre-test and post-test data of the two classes before and after the study,as well as the pre-test and post-test data of the students with good grades and the students with average grades,the following conclusions are drawn: the improvement of English writing ability based on mind map is conducive to the improvement of senior high school students’ writing logic level;also,the impact and role of the students with good grades is higher than that of the students with average grades.In addition,it can also improve the overall level of students’ writing.