An Empirical Study On The Application Of Mind Mapping To English Writing Teaching In Junior Middle Schools

As an indispensable part of English teaching in junior middle schools,English writing teaching aims to cultivate students' English writing ability.However,due to the low efficiency and difficulty in teaching practice,the cultivation of English writing ability has become a common challenge for teachers.In recent years,many English teachers have also done research on the application of mind mapping in the teaching of English writing in junior middle schools.Some have written relevant books that play a guiding role in teaching.Under this background,the thesis intends to study the influence of the application of mind mapping on students' writing psychology and writing ability.Based on the schema theory and the theory of constructivism,this thesis tries to investigate the following two questions:(1)What is the influence of the application of mind mapping on students' writing psychology in junior middle school English writing teaching?(2)What is the influence of the application of mind mapping on students' writing ability in junior middle school English writing teaching? The participants of the experiment are 100 students of Grade 9 in a middle school in Tianxin District of Changsha as the research object,they come from two parallel classes,these two classes are randomly appointed as the experimental class and the control class.In the course of the experiment,three main research methods are used: questionnaires,interviews and writing tests.First of all,a pre-test is conducted on the students' English writing ability through English writing test.The post-test of English writing is carried out after 16 weeks of teaching experiment.The data about students' English writing psychology are collected by means of questionnaires.The pre-test and post-test scores are statistically analyzed by the statistical software SPSS21.0,and the effects of mind mapping on students' English writing psychology and ability are also analyzed.The conclusion of this thesis is as follows:(1)When mind mapping is applied to the teaching of English writing in junior middle schools,students are more active in English writing: students have increased their interest,enhanced their confidence and motivation in English writing,and thus changed their negative attitude towards English writing.(2)When mind mapping is applied to the teaching of English writing in junior middle school,the writing ability of the students in the experimental class has been greatly improved in terms of content,organization and vocabulary,and their writing ability has been significantly improved.