| Reading and writing are essential parts of High school English teaching.In recent years,the practice of improving the English teaching effect through reading and writing multi-dimensional related teaching activities has attracted the attention of English teachers.According to the input and output theory,reading and writing play the important roles of input and output respectively in language training.They play an equal role in language learning and are inseparable and mutually promoting.However,many teachers lack an in-depth understanding of the relationship between reading and writing,the significance and implementation of reading and writing teaching,and there are also a lot of confusion in practice.The purpose of this study is to explore the feasibility of the English reading and writing combined teaching based on mind map in senior high school,specifically answering the following three questions:1.What is the effect of the reading and writing combined teaching based on mind map on senior high school students’ English writing scores?2.What is the effect of the reading and writing combined teaching based on mind map on senior high school students’ writing autonomous learning ability?3.What is the effect of the reading and writing combined teaching based on mind map on senior high school students’ attitudes toward English writing?In this study,94 students from two parallel classes in grade one of a senior high school in Guangyuan,Sichuan Province,were taken as the research objects and conducted a teaching experiment for a semester.Among them,47 students in the experimental class used the reading and writing combined teaching based on mind map,while 47 students in the control class used the traditional English teaching mode.Both classes have eight units of combined reading and writing,using Book 1 and Book 2 published by Foreign Language Teaching and Research Press as textbooks.This study used tests,questionnaires,and interviews as research tools.The results of data show that:（1）There are significant differences between the experimental class and the control class in the test average scores before and after.However,the improvement of the writing score of the experimental class is more evident than that of the control class.（2）The result frequency analysis shows that the reading and writing combined teaching based on mind map has increase in the high score range.According to the questionnaire analysis,the teaching mode of combining reading and writing based on mind map has a significant effect on improving students’ writing interest,writing confidence,writing autonomic learning.（3）Most students like and are willing to accept the reading and writing combined teaching based on mind map,and believe that this teaching model is of great help to their writing.Therefore,based on the comprehensive results of quantitative and qualitative data,it can be concluded that English reading and writing combined teaching based on mind map is feasible to be applied to senior high school English teaching.Finally,the researcher puts forward the shortcomings of this research and pedagogical suggestions:（1）Pay attention to the cultivation of knowledge transfer.（2）Pay attention to encourage students to self-evaluate and think.（3）Pay attention to organize rich practical activities.（4）Pay attention to and develop the usage of mind map. |
