Application Of Mind Mapping-based Lexical Approach To English Writing Teaching In Senior High School

In senior high school English teaching,educators are more and more aware of the importance of writing teaching with the deepening of curriculum reform,but the present situation of English writing teaching is still not better.On one hand,students usually do little writing practice in their English learning,and on the other hand,senior high school English teachers are accustomed to the teaching method in English class,which focuses more on lexis and grammar.It is not conducive to the cultivation of students' writing ability.Hence,how to improve students' English writing skills has become an urgent problem for teachers to solve.The mind map is an effective tool of thinking visual in the process of thinking;it helps writers to improve the understanding and promote the cultivation of divergent thinking as well as the memory of knowledge through a variety of ways,such as presenting the theme with related points of writing in the form of line drawing or hierarchical structure graph.In the process of English writing,mind map can integrate the scattered knowledge related to the topic of writing,and then establish the connection between the old and new knowledge quickly,so that establish a clear knowledge structure to extract and output through deep processing.The chunks usually refer to two or more words stored as a whole in the brain that can be used directly when they are needed,which is helpful to memory.On the basis of knowledge memory,high school teachers should attach more importance to training students' thinking ability.The appearance of mind map is not only conducive to students' memory,but also conducive to the cultivation of logical thinking ability.Based on this,this study takes the relative theory about chunks and mind map as the main way to combine visual mind map with chunks teaching method,and aims to use mind map as a tool to create a new way of English writing teaching.Therefore,the purpose of this thesis is trying to explore the effectiveness of this method in the English writing teaching.For this purpose,one semester longitudinal study was carried out and aimed to answer following questions:(1)Whether the mind mapping-based lexical approach can improve students' writing competence?(2)Whether the mind mapping-based lexical approach can increase the variety of lexical chunks in students' English writing?(3)Whether the mind mapping-based lexical approach can influence the students' attitude after applying in the English writing teaching? How about the students' satisfactory towards mind mapping-based lexical approach?This experiment mainly uses the method of empirical study to try to combine the mind map based lexical chunks with writing teaching.The data are summed up and analyzed through the questionnaire,writing test and text analysis.The experimental results show that after the new method training,the English writing performance of experimental class students has been improved as a whole,and the amount and variety of lexical chunks have increased significantly.In addition,students are satisfied with this teaching method.