The Application Of The Process Writing Approach Based On Mind Map To English Writing In Senior High School

Writing is one of the most difficult and challenging parts of English teaching,so it becomes the focus of many scholars."English Curriculum Standards for Ordinary High Schools"(2017 edition)emphasizes that teachers should focus on the teaching process and cultivating students’ participation in writing activities,let students fully integrate into it,and carry out exploratory learning in the group.However,the current writing teaching method ignores the thinking process of writing,and it’s difficult to mobilize the students’ writing enthusiasm and motivation,the innovation is insufficient.Based on this situation,this research combines the mode of mind mapping and process writing method to stimulate students ’participation in writing,help students expand their language thinking.In view of the current situation of students’ English writing,this study takes schematic theory and constructivism theory as theoretical support.In addition,the literature review of mind mapping,process writing method,the cohesion and coherence of discourse,and the test method was used to explore the application of process writing method based on mind mapping in high school English writing teaching.This study in a senior high school in Ningxia takes a total of 130 students from Grade 10 Class 10 and 11 as the research object.Class 10,a total of 65 students,was taken as the experiment class,using the process of mind mapping research,Class 11,a total of 65 students,was taken as the control class,adopting the traditional writing teaching method.17 weeks of teaching experiment was conducted,trying to answer the following three questions:(1):What is the status quo of students’ English writing?(2):Can the process writing method based on mind mapping improve students’ English writing performance?(3):Can the process writing method based on mind mapping improve students’ discourse cohesion and coherence ability?The study found that before the experiment,students’ interest in writing and motivation were not strong,especially in the cohesion and coherence of texts,and the lack of logic between sentences led to the incomplete composition structure.After the experiment,students’ English writing status has been greatly improved,their interest and motivation in writing has been enhanced.The English performance of the class using the process writing method based on mind mapping was significantly higher than that of the control class.In terms of cohesion,students have achieved remarkable results in vocabulary cohesion and logical cohesion.In terms of coherence,students can clarify the reasonable discourse structure in the center of the article according to the requirements of the title.In short,through the research of mind mapping and process writing method,students ’discourse cohesion and coherence ability are greatly improved and students’ English writing ability is improved.