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

In Chinese senior high schools, more and more English teachers have realized that English writing teaching is significant recently. English writing has a positive role on learning English. Although, both teachers and students have paid much attention to writing, the result cannot satisfy them. At present, the situation of English writing teaching of senior high school is unsatisfactory. The teaching model is quite old and students are not interested in writing. The improvement of students' English writing level has been a difficult problem for most English teachers. Thus, measures need to be taken to change the current situation. English writing teaching based on Mind Mapping is proposed.Mind Mapping is a process of generating a diagram which is used to present the words or ideas that are radically arranged around a central topic. It is the natural structure which radiates from the center, following the thinking process of divergence and following a set of simple, basic and natural rules which are easy to be accepted by the brain. Besides, Mind Mapping transforms difficult texts into acceptable, lively and interesting and highly organized maps which are easy to remember.The research aims to adopt Mind Mapping and applies it to the teaching of English writing, hoping that it will be effective to change the current situation in teaching writing in senior high school. the hypothesizes are as follows:(1) Can the application of Mind Mapping technique in English writing teaching effectively improve students' writing achievement in senior high school?(2) Can Mind Mapping technique in English writing teaching improve students' writing interest?The research was adopted by the method of experiment. It was carried out from September to December 2015, lasting for four months. 92 subjects were from two parallel classes in Affiliated High School of Guang Zhou university. The two classes served as experimental class and control class separately. And both of them were taught under the same teacher who was the researcher. The experimental class was taught under the guidance of Mind Mapping, while the control class was taught by thetraditional method. The instruments included questionnaires, tests and interviews.Procedures of the research were divided into three stages: the preparation stage, the experimental stage and the post-experimental stage.The major research findings were as follows:(1) The students' writing achievement was effectively improved by the English writing teaching based on Mind Mapping model.(2) Mind Mapping technique in English writing teaching could effectively improve students' writing interest.