A Research On The Teaching Effects Of Continuation Writing Teaching Method Based On The Mind Mapping

As one of the most important output means of English learning skills,writing has always attracted the attention of scholars and experts in the field of educational research at home and abroad.However,in the current high school English teaching,writing is considered by high school students to be the most complex,the most difficult to master,and also the weakest part of their English.Wang Chuming et al.(2000)proposed the “writing long method of foreign language”,that is,learners are encouraged to write long compositions and then the term“continuation writing” appeared.Subsequently,Wang Chuming(2012)proposed that continuation writing is a method of writing practice combined with reading comprehension.He believes that this method closely combines language input and output,organically combines language imitation and creative use,and practically combines language learning and use,which is a good way to improve the efficiency of foreign language learning.However,there are still many questions about how to apply this method and concept to the teaching practice of senior high school English writing and improve the teaching effect.As a visualization tool,the mind mapping was proposed by Tony Buzan in the 1970 s.He has published a variety of books that present the full range of mind mapping patterns.Zhang Haisen(2011),in exploring the application of mind map education in China and abroad,pointed out that the mind mapping is mainly used for information processing,that is,to summarize and synthesize information to assist students to think about complex problems and represent information.Mind mapping users combine and use information representation tools,including pictures,graphics,words and so on to realize the visualization of concept representation by presenting the hierarchical relationship between concepts and the thinking sequence relationship.This kind of visualization can make the user think from a global and holistic perspective,and then improve the user’s thinking flexibility and divergent thinking ability.Its application helps to enhance memory,improve learning efficiency and creatively solve problems in the learning process.At present,domestic scholars show an active trend in the research of the mind mapping,and the mind mapping has been applied to explore and try in various fields.In terms of educational application,various scholars have also actively explored the application of the mind mapping in the teaching of vocabulary,grammar and writing.However,for systematic thinking,the single way of using mind mapping is too limited and has some shortcomings.Therefore,the author believes that a hybrid teaching model can be formed by combining mind map with the method of continuation writing,that is,the method of continuation writing based on mind mapping,to discuss its influence on English writing teaching in senior high school,and specifically answer the following four questions:1.What is the impact of the teaching method of continuation writing based on the mind mapping on the writing performance of high school students?2.What is the impact of the teaching method of continuation writing based on the mind mapping on the degree of classroom integration of high school students?3.What is the effect of the teaching method of continuation writing based on the mind mapping on writing attitude of high school students?4.What is the effect of the teaching method of continuation writing based on the mind mapping on writing confidence of high school students?In order to solve the above research problems,the author takes Yantai Development Zone Senior High School as an example to explore.Yantai Development Zone Senior High School is a provincial standardized school.Leaders and teachers in this school are excellent in business,and its teaching achievements are outstanding.The school has made outstanding achievements in the teaching reform and practice of the new curriculum,and has been fully recognized by the provincial and municipal education departments.It has the universality of research.The author takes Class 12 and Class 24 as the research objects.The number of English learners in the two classes is 43,among which class 12 is the experimental class and class 24 is the control class.In the experimental process,the author mainly uses the interview method,the questionnaire method,and the tests as three research methods.The whole experiment process is divided into three stages,including pre-experimental stage,experimental stage and post-experimental stage.By comparing the data before and after the experiment,this thesis analyzes the effectiveness and feasibility of continuation writing teaching method based on the mind mapping.Through data analysis,it is found that:(1)Through the comparison of the scores before and after the test,the writing scores of students in the experimental class are 1.71 points higher than those in the control class on average,which means that the continuation writing teaching method based on the mind mapping has a positive impact on the writing scores of high school students.(2)According to the questionnaire data before and after the experiment,the students’ interest in the writing class was 18.6% before the experiment,and the students’ attitude towards the class changed significantly after the experiment.69.77% of the students thought the current writing class was very interesting.It can be seen that the the continuation writing teaching method based on the mind mapping can effectively improve students’ classroom integration.(3)Through the analysis of writing scores and questionnaire data before and after the experiment,97.7% of the students realized the importance of English writing after the experiment.It can be seen that the continuation writing teaching method based on the mind mapping can help improve students’ attention to writing and improve their attitude towards English writing(4)Before the experiment,students’ confidence in writing were not good.After the experiment,65.12% of the students believed that they had confidence in writing.It can be seen that the teaching method of continuation writing based on mind mapping has a positive impact on the writing confidence of high school students.This study can provide a new classroom teaching model for high school English teachers and improve the interest and effectiveness of writing teaching.In addition,this study also has certain enlightening significance for the reform of high school English curriculum and the cultivation of high school students’ English discipline literacy and thinking quality.