| Writing is an important aspect of students’ language ability and thinking quality.According to the English Curriculum Standards for Compulsory Education(2022 edition),students should reach Level 3 +writing goals after junior high school.However,there are many problems in English writing teaching,such as unreasonable design of writing teaching activities and lack of writing materials.As a result,most students have low interest in writing and unsatisfactory results.In recent years,some theoretical and empirical studies have proved that the teaching mode of “reading to write” can effectively improve students’ writing ability,but in actual teaching,there are still problems such as unreasonable structure and rote reading materials in students’ writing.As a graphical representation tool of logical thinking,mind map is helpful to improve students’ analytical ability and cultivate their logical thinking.However,how to improve the effectiveness of “reading to write” teaching mode through mind map still needs further exploration,so it is necessary to carry out the application research of this mode in junior high school English teaching.66 students of ninth grade from Bowen Junior High School in Qingdao are selected as subjects in this study.The students are from two parallel classes,and a teaching experiment for one semester was conducted with these students.The research instruments for this study included tests and a questionnaire.The author adopted the mind map-based “reading to write” teaching mode in experimental class.The simple “reading to write” teaching was used in the control class.This study aims to solve two research questions:(1)What are the effects of “reading to write” English teaching mode based on mind map on the English writing achievements of junior high school students?(2)What are the effects of “reading to write”English teaching mode based on mind map on junior high school students’ English writing strategy using?Based on the teaching practice,as well as the analysis and discussion of the composition scores and questionnaires of the students in the two classes before and after the experiment,this study has the following findings:(1)Students in experimental class have significantly higher English writing scores in the post-test than that of the control class,and there are significant differences between the two classes.Compared with the traditional “reading to write”,the “reading to write” teaching mode based on mind map can improve the students’ English writing achievements.(2)“Reading to write” teaching mode based on mind map can improve students’ ability of writing strategies using significantly.By comparing the mean scores of the questionnaire before and after the experiment,it can be seen that students’ ability to use cognitive strategies,meta-cognitive strategies,social affective strategies in writing all made some progress,indicating that “reading to write” teaching based on mind map is conducive to improving the ability of junior high school students’ writing strategies using.By combining mind map with “reading to write”,the study aims at constructing a more effective teaching mode of junior high school English writing,so as to optimize the teaching of “reading to write”and achieve its better effect of promoting writing.The study can provide reference for the future teaching:teachers are advised to treat reading and writing as an organic whole,make conscious use of mind map to guide students’ reading and writing processes,lead students to use reading materials,obtain useful language information,promote language output through language input and improve English writing performance. |
