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

Writing is not only a crucial way of language output,but also an important embodiment of the ability to use comprehensive language.With the accelerated pace of curriculum reform and the presentation of English subject core competencies,the position of writing has been improved in Junior High School English teaching.At the same time,the new curriculum reform has put forward higher requirements for the Junior High School students' comprehensive language skills.Nevertheless,at present,the level of English writing of Junior High School students needs to be continuously improved in order to meet the requirements.In order to improve students' English writing level,we need an effective English writing teaching strategy.This requires Junior High School English teachers to explore the new teaching strategies,which can not only improve students' English writing abilities continuously but also the ability of comprehensive language application can be formed,too.In order to explore an effective English writing teaching strategy,the key lies in mining students' thinking rules behind writing,improving their thinking qualities and guiding them to master and apply them.The mind mapping,a visualization tool,which combines the logical thinking of the left brain with the image thinking of the right brain of human,and it can record human' thinking process by using the elements such as the center words,colors,lines,symbols,and drawings.Therefore,it is crucial to explore the application of mind mapping to English writing teaching in Junior high school.Mind mapping,as a visualization tool,has been applied in the education field and has been recognized by some scholars.It has achieved certain positive effects in the application of Junior High School English vocabulary and reading teaching.In order to verify its effect,it is crucial to explore the application of mind mapin English writing teaching in Junior High School.The research subjects of the study are 120 students from two classes of Junior High School,and there are 60 students in experimental class and 60 students in controlled class.The experiment lasted for 3 months.According to the pre-experiment test,there is no significant difference between the experimental class and the controlled class on English writing scores.There are two questionnaire surveys in the study.The first questionnaire survey and the second questionnaire survey.By comparing the two questionnaire surveys,the result showed that the students' interests of English writing have been motivated and improved.During the experimental stage,two different kinds of teaching methods were applied.In the experimental class,the mind map teaching method was applied while the traditional method was applied in the controlled class: the teacher arranged the writing task to students—the students start to write independently—the teacher check the writing.After finishing the experiment,two conclusions were drawn from statistical analysis of test scores,questionnaires,and interview data: First,the mind map can motivate students' English writing interests;Second,the mind map can improve students' English writing scores.Finally,a summary and reflection can be drew based on the study,meanwhile,some disadvantages and suggestions were put forward.