| English writing is one of the basic language skills that junior middle school students must have.In the actual teaching process,however,it still has traditional teaching methods and students writing enthusiasm is not high enough.Therefore,teachers should innovate teaching methods and stimulate students’ interest in writing as well as improve their writing ability.Mind mapping,as a teaching aid,can guide students to draw their own thinking process.It’s conducive to improve students’ imagination and creative thinking.Based on schema,knowledge visualization and constructivism learning theory,this study adopts a combination of quantitative and qualitative research methods to find the effectiveness of the application of mind mapping in English writing teaching in junior high school.The purpose of this paper is to explore and solve the following three problems:(1)How does the application of mind mapping in English writing teaching affect junior high school students’ overall English writing ability ?(2)How does the mind mapping affect students’ English writing in vocabulary,content and grammar structure?(3)How does the application of mind mapping in English writing teaching affect students’ writing interest?In this study,96 students from two parallel classes in grade seven of a junior high school in Qufu City were taken as the research objects and the writing teaching experiment lasted for 16 weeks.The purpose of this paper is to test the effectiveness of mind mapping in junior high school English writing teaching through teaching experiment,questionnaire and interview.The two parallel classes are experimental and control class in this teaching experiment.The experimental class will use mind mapping English writing teaching mode,and the control class does not involve any training of mind mapping in writing teaching.Based on the English writing teaching experiment,the results of the pre test and post test of the students in the experimental and the control class,questionnaire and interview feedback,this study draws the following three conclusions.(1)There is a significant difference between the results of the post test of the students in the experimental and the control class(P=0.001),which shows that the mind map writing teaching mode can improve the overall writing level of the students more effectively.(2)The influence of this teaching mode on students’ writing level is manifested in two aspects.Writing vocabulary(P=0.008)and writing content(P=0.003),but there is no obvious difference in writing grammar structure(P=0.097).It can be concluded that the teaching mode has a significant effect on improving students’ writing vocabulary and content,but little effect on students’ writing grammar structure.(3)A lot of students agree with the teaching method of mindmapping writing,in which students can cultivate their interest and confidence in writing through group cooperation,brainstorming and schema construction.The purpose of this study is to provide students with more innovative writing methods,improve students’ writing level,stimulate students’ interest in writing and optimize the teaching mode of English writing in junior high school. |
