Research On The Application Of Mind Mapping-based Continuation Task Mode In Senior High School English Writing Classroom Teaching

In recent years,the continuation task has become an important question type in the new college entrance examination,which has aroused the widespread concern of educators.However,there are many problems in the existing mode of the continuation task.Therefore,how to improve the teaching of the continuation task and improve students’ writing level has become an important topic in the field of English writing teaching.Mind mapping,as a logical thinking tool,can help students transform abstract thinking into image thinking.On the basis of literature review and theoretical research,this study applies the mind mapping-based continuation task mode to senior high school English writing teaching,aiming at exploring its influence of mind mapping-based continuation task mode on students’ writing learning attitude,interest and self-confidence,and its influence of this mode on students’ writing scores and writing strategies,thus promoting the application of this mode in English writing classroom teaching and providing possible theoretical and practical support for future research.In order to achieve the research objectives,this study sets the following three research questions:1.What is the effect of mind mapping-based continuation task mode on students’ writing learning attitude,interest and self-confidence?2.What impact does the mind mapping-based continuation task mode have on students’ writing scores?3.What impact does the mind mapping-based continuation task mode have on students’ writing strategies?The experimental period of this research is 12 weeks.The participants are two parallel classes in grade two of Xiong Yue Senior High School,with 38 students in each class.The two classes are randomly divided into the experimental class（EC）and the control class（CC）.The experiment is conducted by writing tests,questionnaires,interview and other research instruments.The mind mapping-based continuation task mode is carried out in the experimental class,while the continuation task mode is carried out in the control class.Through the analysis of the experimental results,it can be found that the mind mapping-based continuation task mode has a positive influence on students’ writing learning attitude,and it can enhance students’ writing interest and self-confidence;the mind mapping-based continuation task mode can improve students’ writing scores;the mind mapping-based continuation task mode can help students better understand and apply writing strategies,and then improve their writing level.This study provides possible theoretical and practical support for the application of the mind mapping-based continuation task mode in senior high school English classroom teaching.And it has some enlightenment for English writing teaching: firstly,teachers should improve their ability to apply the mind mapping-based continuation task mode in teaching;secondly,the selection of teaching materials for the continuation task should take into account the basic level of students;finally,teachers should pay attention to students’ dominant position and guide students to use mind mapping independently to sort out ideas and build the writing framework.