Translation Practice Report Of Environmental Problems That No One Has Told

With the development of the New National College Entrance Examination reform,scholars have proposed that the continuation writing task is a new type of composition of the National College Entrance Examination.The combination of reading and writing can not only help senior high school students understand the discourse,but also improve their writing abilities.However,there are still a number of questions in the teaching of the continuation writing task at present.For example,teachers ignore students’ writing process and separate reading from writing;students cannot understand the given materials so that what they have written have chaotic logic and the content of their writing is not connected with the reading material.Mind mapping,as a tool of visualizing internal thoughts,combines pictures with words to make thinking more concrete.In a word,mind mapping is a useful tool to encourage students to think creatively.The use of mind mapping in the continuation writing task can help senior high school students sort out and build the structure of the continuation writing task.Based on this,this author has used mind mapping to teach the continuation writing task,aiming to explore the impact of mind mapping on senior high school students’ reading and writing.Based on input hypothesis theory,output hypothesis theory,alignment theory and constructivism theory,by adopting scoring criteria for senior high school’s continuation writing task and Cohen’s(2005)analytical evaluation criteria,this thesis aims to answer the following three questions: 1.What effects does using mind mapping to teach the continuation writing task have on senior high school students’ English writing scores? 2.What effects does using mind mapping to teach the continuation writing task have on improving the content,language and structure of the continuation writing task in senior high school? 3.What effects does using mind mapping to teach the continuation writing task have on senior high school students’ attitudes toward English writing?The study was conducted with a total of 80 students from two parallel Grade 12 classes at a senior high school in Suzhou,Jiangsu Province,which lasted 18 weeks.To answer the above research questions,the study conducted writing tests and an interview.Before the study,a pre-test was conducted to examine whether there was any significant difference in the writing scores of students in the experimental and control classes.During the study,the author used mind mapping to teach the continuation writing task in the experimental class and used the traditional teaching method in the control class.After the study,the post-test was conducted to evaluate students’ writing in terms of writing content,language and structure,with each of the three aspects accounting for 10 points.Then,an interview was conducted with students in the experimental class to investigate the effects of teaching the continuation writing task based on mind mapping on senior high school students’ writing attitudes.The findings of this study are as follows.1.According to the findings of writing tests,using mind mapping to teach the continuation writing task can help senior high school students improve their writing scores to a certain extent.2.After comparing the pre-test and post-test compositions of the experimental class,it can be seen that the application of mind mapping in the teaching of the continuation writing task has a considerable impact on the content and structure of it.But there was some improvement in students’ language proficiency with no significant difference.3.According to the results of the interview with senior high school students in the experimental class,they have a favorable attitude regarding the use of mind mapping in the teaching of the continuation writing task and are willing to apply it in future learning.Based on the above results,it can be seen that in the teaching of English writing,mind mapping can help senior high school students increase their writing scores,create a more relaxing learning atmosphere and pique their interest in writing.Therefore,teachers should appropriately use mind mapping in the teaching of the continuation writing task to help students improve their reading and writing skills.