A Study On The Application Of Mind Mapping To English Reading-writing Combined Teaching In Senior High School

Reading-writing combined teaching is a kind of teaching activity which combines reading and writing organically,so as to improve students’ writing ability rapidly.It has been proved to be a kind of teaching method which has a positive effect on improving students’ English writing ability.However,influenced and restrained by the traditional teaching concept of reading and writing,reading and writing have not been perfectly combined.Mind mapping,as a tool to help students process information and visualize their thinking process,provides a new way for the combination of reading and writing,Through the use of mind mapping,students can visualize and simplify the process of reading and writing witch helps them expand and deepen their thinking,and makes clear the relationship between knowledge.Based on the input hypothesis,output hypothesis 、schema theory and constructivism theory,this study combines mind mapping with reading-writing combined teaching mode.This research mainly focus on the following two questions:Question 1: Can the application of mind mapping in senior high school English reading-writing combined teaching have a positive impact on students’ use of English writing strategies?Question 2: Can the application of mind mapping in senior high school English reading-writing combined teaching improve students’ writing performance?Based on the research questions,this study selects two parallel classes in grade 0ne of a senior high school as the experimental class and the control class,with a total of 80 students as the research object.The experiment lasted for four months from September 2020 to December2010.In the 16 weeks experiment,the experimental class adopts the reading-writing combined teaching mode based on mind mapping,and carries out the traditional English reading and writing teaching in the control class without any conscious mind mapping training.Questionnaire,test and interview were used as research tools in the experiment,and quantitative and qualitative research methods were used.After the experiment,statistical software is used to compare and analyze the experimental data to test the feasibility and effectiveness of mind mapping in senior high school English reading-writing combined teaching.The results show that: the application of mind mapping in senior high school English reading-writing combined teaching can effectively improve students’ awareness,ability or frequency of using writing strategies such as writing outline.After using mind mapping,students’ use of writing strategies has changed greatly,which proves that the application of mind mapping can have a positive impact on students’ use of English writing strategies;At the same time,the teaching mode is also conducive to the improvement of students’ English writing performance,which proves that mind mapping is conducive to the improvement of senior high school students’ English writing level.