The Application Of Concept Map To Senior High English Writing Teaching

English writing plays an important role in English teaching. It reflects students' ability to comprehensively use learned English knowledge and skills. But in teaching practice, especially in senior high school class, teachers usually focus on words and grammar. Even more, under the influence of exam-oriented education mode, teachers are more concerned about improving students' score than training students' way of thinking in writing. As a result, many students are afraid of writing and can't use proper words and structures to express their ideas. Teachers are usually unable to find effective methods to help students enhance their writing ability.Concept map, as an visual teaching and learning strategy, enable students to construct the special network of the meaning association of concepts based on scientific propositions. It stresses the representation of important information and makes the structure of text clear. As an effective teaching method, it has a close connection with English writing. By using this method, students become interested in English writing and their ability of comprehension and memory are also improved. Besides, it is conducive to cultivating students' intelligence and ability to think logically.This paper aims at exploring the application of concept map to English writing teaching, trying to have a better understanding of concept map in English writing teaching and enabling students to improve their ability to write by using it. The following three questions are put forward for discussion: 1. Before the experiment, what are students' attitudes towards English writing and what major problems exist in writing? 2.After learning concept map, whether are there difference between experimental class and control class in students' grade, textual organization and diction? 3. After the experiment,what are students' opinions on concept map and whether the problems existed in theper-experiment have been solved? After one semester's investigation and research, it is found that:(1) Before the experiment, most students have no interest in English writing and they are unwilling to practice English writing. Many students are unable to use proper words, transitional words and can't correctly organize the text.(2) The concept map has an effective influence on improving students' writing competence like grade,word usage, content and structure of text.(3) After learning the concept map, most students like this method and the existing problems before the experiment have been effectively solved.Therefore, the application of concept map to senior high school English writing can not only improve students' writing ability, arouse students' enthusiasm but also promote students' meaningful learning. The concept map teaching model not only has practical significance in present English writing, but also provides a theoretical basis for applying the teaching theory of concept map to senior high school English teaching.