Experimental Study On Mind Mapping Application Of English Practical Writing Teaching In Senior High School

The National English Curriculum Standards for Senior High Schools(2017 edition,revised edition in 2020)propose the development of students’ language ability,cultural awareness,thinking quality,and learning ability as essential components of English teaching.Writing,as a significant form of language output,largely reflects students’ language ability and thinking quality.In the 2023 reform of the English College Entrance Examination(referred to as ECEE),the composition score will be increased from 25 to 40 points.With the increase in the writing score,the previous requirement of single practical writing has been replaced with one practical writing and a continuation writing after reading,which presents new challenges for senior high school English writing instruction.Despite the reforms in the ECEE’s English writing component,practical writing still holds a crucial position.Currently,senior high school English practical writing instruction faces challenges such as teachers relying on a single teaching method and employing generalized scoring evaluations for students’ writing achievements.As students’ scores on compositions decline,their interest in English practical writing diminishes due to monotonous teaching methods and training focused on mechanical drills.Therefore,there is an urgent need to enhance students’ English practical writing abilities,and teachers also need to explore new methods for teaching practical writing.In this study,the application of practical writing mind mapping was designed in conjunction with the practical writing types in the National English Test B(referred to as NETB)from 2012 to 2022.An experimental study on the teaching application of practical writing mind mapping was conducted to provide a reference basis for improving the effectiveness of senior high school English practical writing instruction.This thesis primarily investigates the following three questions: 1)What are the main problems in English practical writing teaching of senior high school? 2)What are the effectiveness improvement of mind mapping teaching mode for English practical writing teaching based on the design of the National English Test B from 2012 to 2022?3)What aspects do mind mapping application in English practical writing teaching impact students’ self-efficacy in practical writing?This study employs a quantitative analysis research method to design English practical writing teaching mind mapping based on the practical writing types of the National English Test B from 2012 to 2022 and conducts experimental research.In this experimental study,a total of 100 students from Class 1 and Class 2 of Grade 1 at Z senior high school in N city are selected as the research subjects.The experimental class adopts the practical writing mind mapping based on National English Test B from 2012 to 2022 for teaching practical writing,while the control class employs the traditional writing teaching model.To verify the experimental effects,research methods such as in-depth interviews,pre-test and post-test comparative analysis,and questionnaire surveys are employed.The study findings are as follows: 1)The main problems of practical writing teaching in senior high school cover two aspects,namely,English teachers are the lacking of comprehensive and effective teaching methods,students’ construction of practical composition structure and English language expression competence are inadequate capabilities.2)The effectiveness of teaching practical writing using practical writing mind mapping based on the practical writing in the National English Test B from 2012 to 2022 is significantly more effective than the traditional teaching mode for English practical writing.3)The use of practical writing mind mapping based on the practical writing in the National English Test B from 2012 to 2022 enhances students’ self-efficacy in English practical writing,stimulates their interest in practical writing,and improves their overall abilities in English practical writing.The research recommendations are as follows: 1)Senior high school English practical writing can be integrated with the teaching model of practical writing mind mapping for the ECEE,which strengthens students’ cognitive abilities and writing structuring skills.2)Senior high school English practical writing can strengthen training in hierarchical and graded tasks using mind mapping techniques,conduct exercises in writing outlines and core sentences for practical writing,and enhance students’ abilities in practical writing for the ECEE and English writing expression.