A Research On The Application Of Mind Map In High School English Process Writing Teaching

Writing is an output skill of language acquisition,which relates to student’s accumulation of language and their language competence.It can reflect their comprehensive ability of using a language.The"General High School English Curriculum Standards(2017 version,2020 revised edition)" clearly state that the goal of senior high school English courses is to develop students’ core literacy,which includes the language ability,learning ability,thinking quality and cultural awareness.Among them,language ability is the foundation.However,when it comes to the real English writing teaching class,there are some problems that affect students’ all-round development,such as "emphasizing on the acquisition of knowledge,the results and the teaching in a class and neglecting the cultivation of ability,the learning process and the evaluation”.Based on this phenomenon,this research will apply the mind map teaching method into high school English writing teaching classes,aiming to improve learners’ writing self-efficacy,the frequency of using writing strategies and their writing performance.Based on the schema theory,constructivism theory,information processing theory and the study of the cerebral hemisphere,112 students are selected as the research objects.These students are from Class 10 and Class 3 of No.E Middle School in Yining City,Xinjiang Uygur Autonomous Region.This research lasted four months.This study explores the impact of the application of mind mapping teaching method on students’ writing self-efficacy,the frequency of using writing strategies and writing performance in senior high school English writing teaching.Specifically,it includes the following three research questions:(1)In senior high school,how does the application of mind mapping method in the teaching of English process writing affect learners’ self-efficacy?(2)In senior high school,how does the application of mind mapping method in the teaching of English process writing affect learners’ frequency of using writing strategies?(3)In senior high school,how does the application of mind mapping method in English process writing teaching affect learners’ writing performance?In this research,three research methods are used,namely,educational experiment method,testing method and questionnaire survey method.In addition,the composition topics in the preparatory unit and the fifth unit of the textbook,high school English compulsory 1,are selected to examine the changes of students’ writing performance.The "Efficacy Questionnaire" and "High School English Writing Strategies Frequency Questionnaire" are used to detect the changes of students’ writing self-efficacy and the frequency of writing strategies before and after the experiment.After the research,it is found that: First,the application of the mind map teaching method in high school English writing teaching has a positive impact on the writing self-efficacy of students.The writing self-efficacy of the students in the experimental class has been significantly improved.Secondly,the application of the mind map teaching method in high school English writing has a positive impact on the frequency of writing of students.Compared with the control group,the writing frequency in the experimental group has been significantly improved.Finally,the application of mind map teaching method in high school English writing teaching can significantly improve student’s scores in writing.After the experiment,students’ abilities of organizing the content,selecting the vocabulary and expressions,and presenting the passage in a standard way have been improved a lot.Therefore,writing teaching with mind map teaching method can improve the subjects’ writing self-efficacy,the frequency of using writing strategies and writing performance.Based on the research results above,the researcher put forward three suggestions for high school English writing teaching: First,cleverly draw mind maps to diverge thinking and promote the development of students’ self-efficacy in writing.Second,use mind maps flexibly to design a variety of activities to increase the frequency of students’ use of writing strategies.Third,make full use of the diversity of mind map functions to improve students’ English writing performance.