An Empirical Study Of English Writing Teaching Based On Mind Mapping Model In Senior High School

Listening, speaking, reading and writing are the four basic skills which constitutethe English learning process. Meanwhile, English writing always stands as the mostcrucial question for most English learners in China. At present,there are still a lot ofproblems in English writing teaching, such as the traditional method, and students’lack of writing interest. Among so many questions, exploring an effective Englishteaching model has been attached high importance. Hence, how to change such anurgent situation has been of great importance for most English teachers. How toeffectively improve the writing ability of the English leaners and to cultivate theirwriting interest have become major issues. Therefore, this thesis is based on thecurrent English writing teaching situation, and it has been devoted to exploring theapplication of Mind Mapping Model in English writing teaching in senior highschools.The subjects of this study are86students who come from two natural classes inthe senior high school, and at the same time7English teachers in this school areinvited as the participants for the interview. The experimental class is taught underMind Mapping Model. Meanwhile the control class is taught in the traditional way.The instruments adopted include questionnaires, interviews and tests. In the study,three aspects are analyzed emphatically:1) Compared with traditional writingteaching method, can Mind Mapping Model effectively improve students’ writingscores in senior high schools?2) Will Mind Mapping Model help change students’writing attitude?3) Do different levels of students (high score group, low score groupand middle score group divided by their pret-test writing scores) differ in their writingimprovement?The major research findings are as follows:1) Students under the training ofMind Mapping Model perform better in the English writing results.2) Students’writing interest and motivation get enhanced through the training of Mind MappingModel.3) There are significant differences in the writing improvement among students in three levels and Mind Mapping Model is more suitable for students in themiddle and low-score students. Based on the findings in this study, some implicationshave been made for future English teaching: English writing teaching can becombined with Mind Mapping Model in the teaching practice to evoke students’writing interest. English writing teaching plans should be consummated and appliedeffectively into the English teaching. It is necessary to create an active atmosphere forstudents in the English writing teaching.4) English textbooks should be attached greatimportance to and effectively made full use in the English writing teaching process tohelp students develop a good habit of English writing.