An Empirical Study On The Application Of Mind Mapping To The High-grade English Writing Teaching In Primary School

The current situation of English writing teaching in senior high school is not satisfactory.Teachers often neglect the teaching of writing.Many students are not interested in English writing and do not know how to write or what to write.Mind mapping is an effective graphic thinking tool based on radioactive thinking,which can visually display the radioactive thinking process of the human brain.Mind mapping has many practical explorations in the field of English education in China,but the related researches are mainly focused on discourse teaching,word teaching and so on.Mind mapping is less used in English writing teaching.According to Schema Theory,Constructivism Theory and Brain Science Theory,and also based on the relevant research results of mind mapping applied to the field of English teaching at home and abroad,the present researcher carried out an experimental study on the application of mind mapping to the high-grade English Writing Teaching in primary school.The study lasted for a semester from February 2017 to June 2017.She took the six-grade students of Longcheng Primary School in Changzhou city as the subjects of the study.The research questions are as follows:1.What are the effects of writing teaching under the guidance of mind mapping on students' English writing ability? Is there a difference between the impact of writing instruction guided by mind mapping and the traditional writing instruction on the students' writing ability?2.Is there a change in students' English writing motivation after the use of mind mapping? If so,what are the manifestations?The researcher used the mind mapping method to teach English composition in the experimental class,while the traditional teaching method in the control class.She also collected qualitative data by means of questionnaire survey and interview.The Five-level Writing Motivation Scale by Jian(2011)was used as the questionnaire and writing was defined as English writing.The questionnaire had good reliability and validity by the reliability and validity analysis.Before and after the experiment,5 English teachers from Longcheng Primary School and 6 students from the experimental class were interviewed,and the interviews were recorded.It was found that the score of the English compositions of the experimental class was significantly higher than that of the control class,and the writing ability was improved.In addition,the writing motivation of the students,especially the writing interest and writing expectation,was significantly improved.The experiment proved that the mind mapping as a writing strategy can help students effectively clear up writing ideas,build the writing structure and provide language support,and improve writing ability.It can also enhance their writing motivation,improve writing interests and expectations.This study has certain practical value for English Writing Teaching in primary school in China.