A Study On The Application Of Mind Mapping To Senior High School English Writing Teaching

Mastering the skill of English writing is essential for senior high students,and it presents a critical and challenging aspect of high school English teaching.In addition,continuation writing in high school English writing is one of the key points of assessment in the college entrance examination,but students generally have difficulty in learning continuation writing effectively.In recent years,many researchers have begun to explore English teaching models based on mind maps.Therefore,this study aims to investigate the impact of applying mind mapping to English writing teaching for senior high school students.Through experimentation,the study hopes to provide valuable insights for English teachers in high schools looking to improve their continuation writing teaching practices.Between September 2022 and January 2023,an experiment was conducted in a senior high school in Zhenjiang City with 94 students as participants in two parallel classes: an experimental class and a control class.The experimental class was taught English writing using the mind mapping method,while the control class was taught using traditional process-oriented method.Based on the pre-test data,it was found that there was no significant difference between the experimental class and the control class.The experimental materials were chosen in accordance with the students’ current English proficiency,and the English writing scoring standard used was the “National General College Entrance Examination English Writing Scoring Standard”(2022).The data collected for this study were analyzed using SPSS 26.0.The experiment aims to address the following research questions:(1)Is the application of mind mapping to English writing teaching more effective in cultivating students’ writing ability?(2)How does the application of mind mapping to English writing teaching affect the writing ability of students with different English writing proficiency?(3)How does the application of mind mapping to English writing teaching affect the writing proficiency of male and female students?(4)What are the effects of applying mind mapping to English writing teaching on students’ interests in writing?The study found that:(1)Compared with the process-oriented approach,the application of mind mapping to English writing teaching has a more obvious effect on the cultivation of students’ English writing ability.Specifically,the application of mind mapping to English writing teaching has a significant impact on students’ writing proficiency in the following four aspects: 1)promoting students’ logic thinking capacity in writing;2)improving the continuity of the writing content;3)boosting students’ ability to use words and expressions correctly and appropriately;4)enhancing students’ writing strategies.(2)The application of mind mapping to English writing teaching has a more significant improvement on the English writing ability of students with medium and low English writing proficiency.(3)The application of mind mapping to English writing teaching can lead to a greater improvement in writing proficiency for male students compared to female students.(4)The application of mind mapping to English writing teaching can improve students’ writing interests and their attitudes towards writing change from passive acceptance to active exploration.This study demonstrates that applying mind mapping to the teaching writing in English can enhance the English writing skills of senior high school students more effectively than traditional process-oriented approach.Nonetheless,when applying mind mapping to English writing teaching,in-service teachers must consider the following two aspects:(1)Equip students with the skills of drawing mind maps efficiently.(2)Apply mind mapping to English writing teaching flexibly according to students’ English writing proficiency.