Action Research On Mind Mapping In English Writing Teaching In Senior High School

As one of the important output means of English learning skills,writing has always attracted the attention of scholars at home and abroad and experts in the field of education research.The English Curriculum Standard of Senior High School（2017）states that students should be able to “analyze the structural and linguistic features of different discourse types,and state events,convey information,express opinions and attitudes in oral or written form.” English writing skills reflect students’ comprehensive language use ability,and are more able to highlight students’ comprehensive language literacy.Given some common problems in the English Teaching of senior high school students in China,how to effectively solve the currently existing problems,further improve the English writing level of senior high school students,and finally improve the students’ comprehensive English application ability has become a common concern of scholars and experts in the field of education.As an effective thinking tool,mind maps organize,represent and expound knowledge in the form of pictures and texts,which can cultivate people’s creative thinking ability and improve learning efficiency.In recent years,mind mapping has been gradually applied to the field of education and has made great progress.Therefore,based on previous studies,the author applies mind mapping to senior high school English writing teaching to explore whether it can improve students’ writing levels.This study took the students of class 9 and class 10 of senior one in Ningxiang No.5senior high school as the research subjects.Through a four-month classroom teaching action research,qualitative research and quantitative research,this study investigated the students before and after the implementation of the action in three aspects: Students’ interest and attitude in English writing,writing ability and writing problems,and the current writing teaching effect;Some subjects were interviewed to understand the problems in English Writing Teaching of senior high school students and their views on mind mapping teaching method in time;Through the pre-test and post-test of writing,the changes of students’ writing performance and writing effect before and after the application of mind map were intuitively presented through scores.The following three questions are to be solved: 1.How to use mind mapping in senior high school English Writing Teaching? 2.How does the application of mind mapping in senior high school English writing teaching affect senior high school students’ English writing? 3.Are there any differences in the effects of senior high school English writing teaching based on mind maps on students with different English levels? If so,what are the differences?The conclusions are as follows:（1）In this research,the application of mind mapping in senior high school English writing teaching is divided into three parts: detailed plan before application,detailed implementation during application and scientific evaluation after application.（2）The results show that the application of mind mapping can change students’ writing attitudes to a certain extent,mobilize students’ writing enthusiasm and improve students’ interest in writing.The application of mind mapping can improve students’ English writing ability and writing effect.With the help of mind mapping,students’ writing performance and overall writing ability have been significantly improved.（3）High school English Writing Teaching Based on mind mapping will have different effects on students with different writing levels.The data show that English writing teaching with the help of mind mapping can improve students’ overall writing performance and writing level.Through further analysis and comparison,it can be seen that compared with the students with low and medium levels,the students with the above medium levels have a greater improvement in writing performance,and the effect is more obvious.Therefore,mind mapping is more effective for students with the above medium writing levels.Finally,this study puts forward some suggestions on how to effectively use mind mapping to improve writing teaching;Because of the limitations of this study,some suggestions for future research are put forward.Based on the research results,we can draw the following teaching enlightenment from the application of mind mapping in English Writing Teaching: 1.Teachers should pay attention to the application of mind mapping in the writing classroom,create a new writing teaching classroom dominated by students and teachers,and increase students’ enthusiasm to participate in the classroom with the help of mind mapping;2.Teachers should make full use of mind mapping in teaching to help students summarize and reflect and improve their English writing ability;3.Teachers should make full use of mind mapping to develop a multi-dimensional classroom teaching mode.In addition,due to the limitations of research level and conditions,this action research still has the limitations that the number of research subjects is insufficient,the teaching experiment time is short so that students cannot learn and practice for a long time how to use mind mapping to write English compositions,and the results of two writing tests can be affected by subjective and objective factors.Therefore,this study still has a lot of room to expand,and more in-depth research can be carried out in the following directions: 1.Continue to study the differences in mind mapping in writing teaching,including gender differences,cognitive style differences and learning style differences;2.The age at which the use of mind mapping can achieve better results and the useful effects of each stage need to be further studied.