A Case Study Of Mind Mapping To The English Writing For Students In Rural Junior Middle School

There are four basic skills in English learning: listening,speaking,reading and writing.English writing is an indispensable skill in English teaching.However,there are many problems in junior middle school English writing teaching,especially in rural junior middle school.Teachers pay less attention to the teaching of writing,the teaching method is single,teachers seldom teach writing skills.Students have little interest in English writing.Therefore,improving students' English writing level and writing interest has become a problem to be solved by junior middle school teachers.Mind mapping is a thought tool for storing,organizing,optimizing,and outputting information in the form of diagrams and reticular structures.Its dynamic shape and form can promote the brain to work quickly and efficiently.At present,mind mapping has been applied to various disciplines.However,there are few applications in junior middle school English writing teaching,especially in rural junior middle school English writing teaching.Therefore,based on the three learning theories,this study applied the mind mapping to the English writing teaching in rural junior middle school.The subjects for the study were the students from seventh grade of Zhangye No.5 Middle School in Zhangye,and the teaching experiment had been carried out for 15 weeks(from March,2017 to June,2017).Research questions are as follows:1.Is it possible to improve rural junior students' English writing performance by using mind mapping ?2.Is it possible to arouse rural junior students' English writing interest,and improve students' motivation toward writing through the mind mapping ?This research adopts three instruments to collect data: pre-test and post-test,questionnaire,and interview.Before the experiment,the researcher carried on the pre-test to the experimental class and the control class,and the result showed that there was no significant difference in the two classes' English writing level.After the experiment,the two classes took the post-test,the results showed that the experimental class' s writing score was better than that of the control class.Based on the experimental results,this study can draws the following conclusions:1.Mind mapping can effectively improve the English writing scores of junior middle school students in rural areas.2.Mind mapping can improve the interest and motivation of rural junior middle school students in English writing.Mind mapping can enhances classroom interaction and communication between teachers and students.In general,this study provides a reference for the study of mind mapping in rural junior middle school English writing teaching.However,due to the researcher's limited time and energy,there is still room for improvement in this study.Therefore,in the last chapter of this thesis,the researcher puts forward some deficiencies and enlightenment of this study.It is hoped to provide some reference for future researchers.