| Writing is an important skill in English learning as well as the embodiment of comprehensive linguistic competence.Its score accounts for a large proportion of the Junior High School English Academic Proficiency Test,so it attracts the attention of teachers and students.Writing,as the output of language,can not exist alone.It must be based on the input of language,that is,reading.In recent years,the teaching model of “Writing-Through-Reading” has won the favor of English experts and teachers at home and abroad.It has been proved to be an effective writing teaching method and widely used in English teaching.However,some typical problems can still be found in junior high school students’ English writing,such as the vague content,poor coherence and unreasonable structure of the article,etc.Aim to coordinate the application of the “Writing-Through-Reading” model in teaching practice and ameliorate the problems that occur in junior high school students’ English writing,the author intends to apply Mind Mapping to the“Writing-Through-Reading” model.Mind Mapping was put forward by the famous British psychologist Tony Buzan,and it has been applied to various fields.As a visual thinking tool,Mind Mapping has been proved to be conducive to the cultivation of students’ analytical ability,comprehensive ability and thinking ability.The main research questions are as followed.First,whether the application of Mind Mapping to the “Writing-Through-Reading” model can stimulate junior high school students’ interest in English writing? Second,can it produce a positive influence on junior high school students’ writing performance,especially in content integrity and relevance,logic as well as language accuracy?In this study,92 students from two parallel classes in Grade Three from a junior high school in Foshan,Guangdong Province,are chosen as research participants at random.During the teaching experiment,the experimental class adopts the teaching model of English “Writing-Through-Reading” based on Mind Mapping,while the controlled class adopts the conventional teaching model of“Writing-Through-Reading” without involving any training of Mind Mapping.During the experiment,the author collects data by tests,questionnaires,and interviews.After the teaching experiment,the collected data is analyzed by SPSS 22.0 to verify the effectiveness of the new teaching model.After an 18-week teaching experiment and data analysis,conclusions can be drawn as follow.Firstly,the application of Mind Mapping to the“Writing-Through-Reading” model in junior high school English teaching stimulates students’ interest and builds their confidence in English writing.Secondly,this new teaching model is useful for improving students’ writing performance,especially in content relevance and integrity as well as logic of writing.Nevertheless,there is no obvious effect on language accuracy.Based on the findings above,it is indicated that the application of Mind Mapping to the “Writing-Through-Reading” model in junior high school English teaching is a complement of the traditional “Writing-Through-Reading” teaching model,and offers a reference to English teaching in junior high school. |
