A Study On The Construction Of The Senior High School Teaching Model Of Integration Of Reading And Writing From Mind-mapping Perspective

When we talk about reading and writing, we have to talk about discourse comprehension and output. Schema theory explain how people reading successfully, It inspires the original schema in the brain by entering new information combined with the appropriate context, and then to finish reading comprehension. Similarly, writing is a reverse process of reading, and also is the process of textual output. Schema theory provides a good theoretical support to achieve reading and writing,and completes the reading and writing tasks through fully mobilize existing knowledge in the brain. However, we seem to need an intuitive tool to make this process simple and concrete. Mind mapping is a tool by which information and knowledge exists in human’s brain can be mobilized and activated.Mind Mapping is a tool in line with the human’s cognitive way proposed by Tony Buzan. The study of Mind Mapping and English teaching generally focused on combining the mind map with a particular specific English skill. This paper construct a teaching model of integration of reading and writing, and establish the teaching objectives of this model, establish the teaching process of a “two stages, six steps”,(That is, reading stages and writing stages; six steps are pre-reading, while-reading and post-reading, pre-writing, while-writing and post-writing. Before reading, we use mind mapping to stimulate students’ background knowledge in their brains. While reading, we help students to build a new schema, both of the content schema and formal schema should be taken into account. After reading, we use mind mapping to do the post-reading activities, to consolidate the new schema. Writing is a process of textual output. Before writing, we inspire the existing schema by reading and determine the framework of the article, determine the attitude of writing according to the authors’ writing perspective. While writing, we stimulate vocabulary, grammar, sentence patterns in the brain by reading. After writing, we amend articles.) The teaching activities, and teaching evaluation methods. In this teaching mode, the ways of combination include Imitative Writing and Creative Writing. The point of combination of reading and writing is the shared knowledge of reading and writing.The teaching model intends to promote writing by reading, and to solve some problems of teaching reading and writing in high school in recent years, such as the separation of teaching reading and writing, the ways of students’ thinking, the mastery of vocabulary, and the fuzzy of article structure and so on. After the implementation of the teaching model, this paper confirms the effectiveness of teaching mode through empirical studies such as questionnaires and interviews. Using software SPSS to analyze the data for research and Confirm the validity of teaching mode.