The Effectiveness Of Mind Mapping In Teaching English Continuation Task Writing In Senior High School

In order to implement the requirements of The English Curriculum Standards for Senior High School(2017 Edition and 2020 Revision)and effectively accomplish the fundamental task of cultivating morality and talents in teaching practice,the English continuation task writing was included in the new College Entrance Examination.However,there are still some outstanding problems in the current teaching methods of the English continuation task writing,such as more teachers’ teaching but less students’ participation,more teaching of words and sentences but less guidance of the main idea and framework of the article,and more memorization of sample sentences and essays but less practice of writing tasks,which go against the requirements of developing students’ core literacy and improving the teaching effect of the English continuation task writing.How to improve the effectiveness of teaching English continuation task writing has become a highly concerned issue for senior high school English teachers.As a visual mind training tool,mind mapping can help students sort out the textual structure,connect contextual vocabulary,and train their divergent thinking.The mind mapping teaching mode has reformed and innovated the traditional teaching mode,which emphasizes teaching but neglects thinking.As there exists few research on the combination of mind mapping and English continuation task writing,the researcher utilizes the model of mind mapping to evaluate the effectiveness of teaching English continuation task writing in senior high school and mainly explores the following two questions:(1)What are the effects of the application of mind mapping in teaching English continuation task writing in senior high school on students’ attitudes towards English continuation task writing?(2)How does the application of mind mapping in teaching English continuation task writing in senior high school affect students’ writing scores?This article mainly adopts investigations,tests,and interviews to conduct the research.Students from two science classes in the third grade of a senior high school in Jincheng,Shanxi Province are selected as the research objects.Through the pretest,the researcher found that there is no significant difference in the overall reading and writing ability between the experimental class and the control class,and a 16-week-long teaching experiment was conducted for them.During the study,the researcher used mind mapping teaching model in the experimental class,while the traditional teaching method was utilized in the control class.By collecting and analyzing the test scores,investigations and interviews,the following conclusions have been drawn: The experimental class and the control class have both improved their performance in English continuation task writing,but compared to the control class,the improvement of experimental class is more significant.This can indicate that applying mind mapping to teaching English continuation task writing has achieved good results in improving students’ writing scores.The mind mapping teaching model helps students grasp the main idea of the article,sort out the structure of the article,thereby reducing the difficulty of students’ learning of English continuation task writing,which stimulates students’ interests and improves students scores.This study mainly discusses the effectiveness of mind mapping in teaching the English continuation task writing in senior high school from two aspects,hoping to provide some reference for teaching the English continuation task writing under the background of the new College Entrance Examination.It is also hoped that teachers can optimize more effective teaching methods for the English continuation task writing.