Application Of Mind Mapping-Based Lexical Approach To English Writing Teaching In Senior High Schools

In recent years,mind mapping has gradually penetrated into different disciplines' teaching realm,and developed rapidly in professional breadth and depth.Mind mapping uses the technique of combining pictures and texts to show the relationship among different levels of subjects with the hierarchy diagram of mutual subordination,which promotes people's understanding and memory of knowledge.However,through previous teaching research,it is found that most of the studies only use mind mapping as a teaching aid in a simple level of application,and lack combining it with teaching methods of various disciplines.Chunk refers to a special multi-word lexical phenomenon in English,which is a fixed or semi-fixed block structure between traditional grammar and vocabulary.It is easy to memorize and can effectively enhance the fluency,accuracy and idiomaticity of written expression.Senior high school students are at the peak of memory development,and vivid visual images are not only conducive to students' memory,but also conducive to stimulate students' learning motivation and cultivate their writing logicality.Therefore,in this article,a new teaching mode of English writing is explored by combining mind mapping with lexical approach and using mind mapping to diverge lexical chunks.And the effectiveness of this mode will be studied.Based on previous study and the theoretical basis of schema theory,constructivism theory and knowledge visualization theory,the author takes the current situation of writing teaching into consideration and applies the mind mapping-based lexical approach to the English writing class in senior high school.In the experimental preparation stage,the author designs a questionnaire,an interview outline and the chunk teaching model based on mind mapping.Through the pretest of the experiment,two parallel classes of a senior high school in Haikou City,Hainan Province were determined,among which there were 50 students in the experimental class and 52 students in the control class.Next,questionnaires were distributed to the two selected classes and interviews were conducted between teachers and students.In the experimental stage,mind mapping-based lexical approach was carried out in the experimental class,including: explaining the meaning of mind mapping and training its drawing method,block input,internalization and output,and developing process-oriented writing teaching.This part presents each application link of input before writing,output in writing and evaluation after writing in detail through specific teaching cases.After the experimental stage,the experimental class and the control class were tested,and the experimental class was investigated with questionnaires and interviews.At last,through the collation and analysis of relevant data,the experimental conclusion was drawn.The results of this study show that:(1)Mind mapping-based lexical approach is conducive to improving students' English writing level,which is embodied in five aspects:content,organization,vocabulary,language and mechanics.(2)Mind mapping-based lexical approach has largely changed students' negative attitudes towards English writing,and students are generally satisfied with this new teaching method.This study has certain guiding significance for English writing teaching in senior high school,but there are still some deficiencies,which need to be further tested and improved in the future research.