An Empirical Research On The Application Of Mind Map Into English Reading-writing Combined Teaching Model In Junior High School

Reading and writing have always been the important elements of English language teaching in junior high school.Reading is one of the principal ways for students to input language,and writing is viewed as an important method to output language.Input and output are considered as two indivisible components in English language learning.Therefore,reading and writing can also be seen as two interrelated behaviors intrinsically.However,English reading instruction and writing instruction are often separated in traditional teaching classes,which is not conducive to the improvement of students' reading and writing ability.Schema theory interprets how people read successfully,and how they construct a new schema during the reading process that can promote writing ability well.The entire process offers a sound theoretical foundation for the combination of reading and writing in English language teaching.In recent years,mind mapping as a visual cognitive thinking tool is widely used in the field of education.And as a tool that presents thinking visually,the application of mind mapping can provide a new approach and method for exploring English reading and writing combined instruction.By using it,the process of combining reading and writing can be visualized,concreted and simplified.In the meantime,the colorific and personalized characteristics of mind mapping can also create an interesting classroom atmosphere and inspire students' learning interest.Based on the above reasons,this thesis tries to employ mind mapping into the reading-writing combined teaching in junior high school and construct a reading-writing combined teaching model with the application of mind mapping,which consists of twostages – reading stage and writing stage,and six steps – before reading,while reading,after reading;before writing,while writing,and after writing on the basis of input and output hypothesis,constructivism theory and schema theory,and applies this teaching instruction into English reading and writing teaching in junior high school practically.The thesis mainly discusses the teaching effect of the reading-writing combined teaching model with the application of mind mapping in junior high school by analysing the results of students' reading and writing scores in two exams and the results of pre-questionnaire and post-questionnaire,and explores the following questions from empirical perspective:(1)What influences does the reading-writing combined teaching model with the application of mind mapping have on students' reading and writing learning? It is divided into two subparts further-in which aspects does the teaching model influence students' reading ability? In which aspects does the teaching model influence students' writing ability?(2)What attitudes do students take towards the reading-writing combined teaching model with the application of mind mapping?The result of teaching experiment indicates that,firstly,compared with the traditional reading-writing separated teaching instruction in junior high school,the reading-writing combined teaching model with the application of mind mapping is helpful for promoting students' reading and writing ability.Secondly,it is conducive to the improvement of students' English reading and writing habits.Thirdly,this teaching model can also help to promote students' interest and confidence in English reading and writing.And the integration of mind mapping in reading-writing combined teaching model is also beneficial for inspiring student's talent,cultivating their divergent thinking,and conducing to the integration of new and old knowledge,which can make the reading-writing combined teaching instruction more interesting,effective and efficient.