The Application Research Of Mind Map In The Teaching Of "reading To Promote Writing" In Senior High School English

English writing,as a learning activity to develop and improve students' writing ability,plays the important role in high school English teaching.Recently,Reading-to-Write has attracted wide attention of scholars both at home and abroad,and it has been proved to be an effective method of training writing.However,in students' compositions,there are still many problems including the irrational structure and incondite contents.Mind mapping,as a visual tool to visualize one's thinking,is said to help students improve their analytical ability and logical thinking.Therefore,based on Input Hypothesis and Output Hypothesis,Schema Theory and Constructivism Theory,this study firstly constructs the teaching model of Reading-to-Write referring to mind mapping.Then,by using quantitative and qualitative method,the study testifies the impact of this teaching model on high school students' writing proficiency in terms of content relevance,logic and clarity of writing,and finally it analyzes the students' attitudes towards this teaching model.For this study,80 freshmen from two parallel classes are chosen as the research subjects from a senior high school of Jining,and an eighteen-week teaching experiment is carried out.By using the methods of experimental research and interview,the practical effect of the teaching model is verified.During the experiment,students in the experimental class adopt the teaching model of Reading-to-Write referring to mind mapping,while students in the control class don't receive any forms of training about mind mapping in Reading-to-Write teaching.The teaching practice and the detailed analysis of statistical data have yielded the findings as follows:(1)The results of the study show that there are significant differences in post-test writing scores between the experimental class and the control class,specifically in content relevance(p=0.008)and logic(p=0.000)of the writing.But there is no obvious difference in language clarity(p=0.097).It can be concluded from the data that this teaching model can improve senior high school students' English writing proficiency in that it plays a vital role in terms of content relevance and logic of writing.However,there is no significant effect on language clarity.(2)Most students hold a positive attitude toward this teaching model,and they believe that it could enhance their confidence in writing,foster their writing interest,and help them to complete their writing successfully.In addition,some students also put forward their own suggestions for the teaching model,hoping that teachers could provide more reading-writing training tasks,control the discussion time and give more guidance during the group discussions.This study combines mind mapping with Reading-to-Write,aiming to create a more effective model for high school English writing teaching,so as to optimize Reading-to-Write and achieve better effects of writing.Moreover,it provides a Reading-to-Write teaching model reference for high school English teaching.