A Study On The Application Of Concept Map In English Writing Teaching In Senior High School

English writing is one of the four basic skills of English teaching,and it's in a crucial position in English teaching.Writing teaching has always been the focus of senior high school English teaching reform.However,writing teaching has always been a weak link in English teaching.The study of college entrance examination in recent years shows that the score of written expression in writing has not been optimistic for most students.Concept map as a kind of teaching tool and learning tool,has been more widely used.The complex knowledge structure as well as the connection among the knowledge points can be expressed in the form of concept map,so its advantages in teaching and learning are increasingly manifested.In this study,the concept map is applied to senior high school English writing teaching with the methods of questionnaire,tests,and interview.Besides,guided by D.Ausubel' s meaningful learning theory,schema theory,constructivist learning theory,information processing learning theory as well as theoretical achievements of brain science research,the study is aimed at exploring the role of concept map in senior high school English writing teaching.In view of this,the research sets the following three research questions:(1)What is the effect of English writing teaching model based on concept map on students' attitude towards English writing?(2)What is the function of English writing teaching model based on concept map on improving students' ability of overall planning?(3)What is the influence of English writing teaching model based on concept map on students'writing performance?100 students from two classes of No.1 Senior High School are regarded as the research subjects.Class 3 is regarded as the experimental class and Class 20 as the control class.The experimental class will use the teaching methods of concept map while control class will use the traditional teaching methods for teaching.The experiment lasts four months to test whether the concept map is effective for English writing teaching.After the analysis of the experimental data,the results show that the writing scores of experimental class students have been significantly improved.The concept map is an effective teaching method in senior high school English writing teaching.It contributes to the improvement of students' attitudes towards English writing and cultivation of students' interest in English writing.In addition,the concept map is expected to help students to build frameworks in writing and enhance their ability of overall planning.In the end,the thesis summarizes the value and experience of concept map to promote English writing teaching in senior high schools.Some shortcomings are also puts forward,for example:the experimental sample capacity is not large enough;experimental time is relatively short;experimental design needs to be improved.Moreover,suggestions for further study are also proposed in last part in view of certain limitations,which lays the foundation for further research.