An Empirical Study Of The Application Of Mind Mapping On The Material Organization Of Junior Middle School English Writing Teaching

The organization of writing materials means that students connect the old knowledge with the new knowledge in their minds and organize the scattered information logically with some conjunctions clearly.The organization of writing materials is the key to improving students’ writing performance.However,the situation of material organization in junior middle school English writing teaching is not ideal.Many teachers do not pay enough attention to the organization of writing materials or lack of efficient instruction methods,so that the content of students’ writing is not rich enough.This study applies mind mapping into English writing teaching in junior middle school for answering the following three research questions:1)How does the use of mind mapping affect junior middle school students’ ability of material organization? 2)Are there any differences in the influence of the use of mind mapping on students of different English levels? If so,what is the main aspect? 3)Is there a correlation between the ability of material organization and language expression in junior middle school students’ English writing? If so,what is the correlation?In this research,122 students in two parallel classes of Grade Eight and seven English teachers who teach English in Grade Eight in X junior middle school in Nanning,Guangxi were selected as participants to conduct writing teaching experiments.The research used writing tests,questionnaires,interviews,and teaching experiments as tools to collect data.SPSS software was used to compare and analyze the data collected by pre-test and post-test,percentage was used to analyze the questionnaire data,and qualitative analysis was used to analyze interview data.The results show that: 1)The writing teaching mode based on mind mapping improved students’ material organization ability;2)the use of mind mapping for English writingteaching has different effects on students of different English levels.Mind mapping has a greater promoting effect on students with intermediate-level and low-level English proficiency than on students with high-level English proficiency and 3)the use of mind mapping in English writing teaching has limited improvement in students’ language skills.The main function of mind mapping is on the promotion of students’ abilities of material organizing and writing structure.Based on the research results,this paper proposes corresponding pedagogical suggestions from the perspective of teachers and students.