An Application Study Of Mind Mapping To Theme-Based English Writing Instruction At Senior High School

English writing is an indispensable skill in English learning,and it is a way of English output and plays an important role in English learning.At present,there are many problems in English writing teaching in senior high school.Teachers continue to use the test-oriented ways to teaching writing,and students have the feeling of resistance to English writing and are lack of confidence.Therefore,educators are required to improve present writing situation in senior high school as soon as possible.In 2017,New English Curricular Standards points out that Mind Mapping can be used in high school teaching to aid teachers.Mind Mapping can help students to organize thinking,collect materials and put them together to form a coherent article.Based on these characteristics,it can help teachers to find a way to have a positive effect on students'English writing.In this study,two classes from Grade two in senior high schools are selected as subjects,and their English writing proficiency are quite similar.There are 44 students in experimental class and in the control class separately,and they are taught by the same teacher.Class 9 is selected as the experimental class where the Mind Mapping teaching is used,while Class 6 is selected as the control class where the original English writing teaching is used.The experiment lasts for 11 weeks during September 24^thh and December 7^th.In this study,questionnaires,test and interview are used as main research instruments and data are collected during the experiment.After the experiment,the data measured by SPSS 24.0 and Excel are analyzed and compared.This paper focuses on following three questions:1.what are the changes of students'writing attitude after the application of Mind Mapping in theme-based writing?2.what are the changes of students'writing proficiency after the application of Mind Mapping in theme-based writing?3.after the application of Mind Mapping in theme-based writing,which group?high proficiency students,intermediate students and low proficiency students?improves the most and which aspects it shows most obvious?content,vocabulary,grammatical structure,context coherence??This study applies Mind Mapping in the theme-based writing,and it has the following findings:1.Mind Mapping used in theme-based writing can change students'interest towards English writing.Students'writing interest have been improved to some extent,and students no longer regard English writing as a burden.2.Through the analysis of the results,students'writing proficiency in experimental class keeps the same as the students in the control class,but the average score of experimental class is higher than the control class.3.In the experimental class,the improvement of intermediate proficiency students'writing is more obvious and it mainly reflects in the aspects of content and context coherence.The Mind Mapping assists the theme-based English writing and it provides a operable writing teaching method for teachers.