Empirical Study Of Mind Mapping In English Writing Teaching In Senior School

English teaching has a very important position and mission in China's basic education.Many teachers are accustomed to adopting traditional writing teaching methods in English classrooms.Not only do they not have a good teaching effect,but some students have gradually lost interest in English.Guided by Brain Science,Cognitive Psychology,and Knowledge Visualization Theory,this study attempts to explore the application of mind mapping in high school English teaching.The author takes her own students who have the same basis for writing and writing scores of two parallel classes in Senior One as the experimental objects.Class A is the control group and Class B is the experimental group.Both classes use the same FLT materials for normal teaching.Class A as the control group still adopts traditional teaching methods without any conscious mind map training.Class B as the experimental group adopts a new writing teaching method based on mind maps.The two classes were tested for the same writing before and after the experiment.A questionnaire survey was conducted before the experiment with the students in the experimental group and the control group.Only the students in the experimental class were surveyed after the experiment.And collect relevant test data and survey statistics to verify the two experimental hypotheses-the use of mind map in high school English writing teaching can increase students' interest in English writing,and the use of mind map in high school English writing teaching can improve writing teaching effect.The data of writing scores and the result of questionnaires before and after the experiment can verify the above experimental hypotheses.