An Empirical Study On The Application Of Mind Mapping In English Writing Classes In Senior High Schools

Writing is an important part of English teaching and it is also one of the main difficulties in English learning.However,at present,most of the senior high school students are not interested in writing.They think writing is an obstacle to their English learning.What's more,the current writing teaching is unsatisfactory.Therefore,how to arouse students' interest in writing and improve their writing level has become an important issue.Mind Mapping,which was put forward by Tony Buzan in the 1960s,is a kind of visualized diagram.It is divergent thinking centering around a single topic,represented by images or words or both.It can stimulate creative thinking.So the application of Mind Mapping to writing teaching is worth studying.This research applies Mind Mapping to the teaching of English writing in senior high schools,which tries to answer the following questions:1.Can Mind Mapping improve the students'writing grade?2.In what aspects can mind mapping improve the students' writing grade?(among coherence,correctness,fullness of content and writing speed)?3.To what degree can the students accept Mind Mapping?Taking two classes of Grade 10 in Fuzhou No.10 Middle School as the subjects,this research lasts ten weeks.By collecting and analyzing the data of interviews,questionnaires,pre-test and post-test,this thesis draws the following conclusions:1.The application of Mind Mapping to the teaching of English writing can help to improve students' writing grade and stimulate their interest in writing.2.The application of Mind Mapping to the teaching of English writing can make students enhance writing coherence and enrich the content.It can also make students write more quickly.But it can't improve students' correctness of writing obviously.3.Students are highly receptive to Mind Mapping and they are willing to use Mind Mapping in English writing in the future.