A Study Of English Writing Teaching Based On Mind Map In Junior Middle School

According to the requirements of English Curriculum Standards for Compulsory Education(2011),students need to have logical writing ability and divergent thinking ability when they plan to write a passage.However,when students start to write something,they often do not know how to write and what to write.It is also difficult for the students to totally understand the differences between English and Chinese,so they usually ignore the structure differences between Chinese and English and often apply the Chinese writing structure for English writing.Most of the Students are afraid of English writing,and they are not interested in writing.As a tool,mind map can exercise students’ mind thinking and make a difference in memory,it can also help students quickly grasp all the information,sort and categorize all the information,broaden their thoughts,build a writing framework,and improve students’ writing skills and abilities.Therefore,this study decided to apply the mind map as an auxiliary tool to practical writing teaching in order to test its advantages in improving students’ writing skills and writing motivation.On the basis of reviewing the literature related to mind map and English writing teaching,the paper uses the comprehensible output hypothesis and the emotional filtering hypothesis to study the positive effects on students’ writing levels using the mind map.The aim of this study is to explore and solve the following two key questions:(1)Does the English writing teaching in junior high school based on mind-mapping improve students’ writing skills?(2)Does the English writing teaching in junior high school based on mind-mapping improve students’ writing motivation?In this study,39 students from two classes in Grade nine who are taught by the author were selected as the research objects.The traditional writing teaching method was used in the control class and the mind map teaching method was used in the experimental class.The experiment lasted for one semester.There are three methods in this study:questionnaire,experimental test and interview.By comparing and analyzing students’ writing grades in 16 weeks,the author can test whether the application of mind map can help English writing teaching in junior high school.As a result,first,as an auxiliary tool,mind map can improve students’ writing skills,the mind map can expand students’ thinking ability in writing,enrich students’ writing content,cultivate students’ divergent thinking ability and make students’ writing more logical.Second,the mind map is an auxiliary tool that can improve students’ writing motivation.students are no longer afraid of English writing,and to a certain extent,mind map has improved the situation where students find it difficult to start writing in English and do not know how to write,which can effectively solve the problems that students have on English writing.During the English writing teaching,the teacher can use mind map to fully stimulate the background knowledge that students have mastered.During the writing process,the teacher can use mind map to create a relaxing and active English writing atmosphere and improve students’ writing confidence.What’s more,the teacher help students develop good writing habits by using the mind map.