The Application Of Mind Mapping In Junior High School English Narrative Writing Teaching

Writing is not only one of the four basic skills in English learning,but also an important way to test students’ comprehensive English ability.However,there are many problems in the traditional writing classroom,such as teacher-centered,low participation rate and students are afraid of writing.Narrative writing is one of the most important writing styles in the syllabus of high school entrance examination.It is also one of the most familiar writing styles for students in junior high school.All junior high school English teachers should pay attention to it.Mind Mapping teaching method provides a new idea for the reform of junior high school English writing classroom.On one hand,Mind Mapping is a student-centered teaching method,which is conducive to improving students’ classroom participation and enthusiasm.On the other hand,Mind Mapping is helpful to improve students’ logical thinking ability.Students can sum up their writing experience through continuous practice and improve their writing ability in this process.Based on the constructivism learning,knowledge visualization theory and schema theory.After analyzing the teaching status of the traditional junior high school English narrative writing classes and works of literature.This study adopted the Mind Mapping teaching method in junior high school English writing class for one semester.It aims to verify whether Mind Mapping teaching method will affect students’ writing ability and the junior high school English writing class.The following three questions are answered:(1)What is the current situation of junior high school writing classes?(2)What is the impact of the junior high school English narrative writing class based on Mind Mapping teaching method on students’ narrative writing performance?(3)What are the changes in students’ attitudes towards English narrative writing after the research?The objects of this study were 76 students from two parallel classes in Shenyang Normal University Shenbei Junior High School.One class was the experimental class which adopted Mind Mapping teaching method.The other class was the control class,which used the traditional writing teaching method.Both classes had the same teaching time,textbooks and teacher.Based on the analysis of the collected data through questionnaires,classroom observation,interviews,and comparative experiments,this study draws the following conclusions:(1)Most of the current junior high school English writing classes are teacher-centered,with an inactive atmosphere,low enthusiasm of students to participate in the class,and students lack interest in writing.(2)Mind mapping can effectively improve the performance of junior high school students’ English narrative writing,and improve their writing ability in many aspects.(3)Mind mapping obviously improves students’ interest in English writing,and students are more active in finishing writing training in class.Finally,Mind Mapping can activate the atmosphere of writing class and improve students’ participation in class and interest in writing.Compared with traditional writing classes,Mind Mapping teaching method effectively improves junior high school students’ performance in narrative English writing,Students are more active to complete the writing training.The students’ writing ability has been significantly improved.