A Study On The Application Of Reading-to-write Teaching Method Based On Mind Mapping To English Writing Teaching In Junior High School

Writing is an important method to improve students’ comprehensive language ability and develop their thinking quality.English Curriculum Standard（2011）clearly states that students should achieve the requirements of level 5 writing skills after completing junior high school studies.However,in current English writing teaching,there are many problems such as unreasonable design of writing teaching activities and writing materials’ lack,so that most of the students’ writing motivations are not high and their scores are not ideal.In recent years,some theoretical and empirical studies have shown that “reading-to-write” teaching method can effectively improve students’ writing competence,but in practical teaching,there are still some problems in students’ writing,such as irrational structure and rigid content.As a graphical representation tool to express divergent thinking,mind mapping is beneficial to improve students’ analytical ability and cultivate their logical thinking.However,how to improve the effectiveness of “reading-to-write” teaching method through mind mapping still needs further exploration,so it is necessary to carry out the application research of this method in junior high school English teaching.A quasi-experimental research was carried out in this study for one semester in a junior high school in Nanping city.80 students from two parallel classes of grade two were randomly selected as experiment subjects.One was the experimental class and“reading-to-write” teaching method based on mind mapping was adopted in writing teaching,while the other class as control class and traditional teaching method applied in the class.The study attempted to verify the following two hypotheses: 1)“Reading-to-write” teaching method based on mind mapping can better improve students’ writing scores than traditional teaching method.2)“Reading-to-write” teaching method based on mind mapping can stimulate students’ English writing motivations.The results show that: 1)The English writing scores of experimental class are highly than those of control class and there is a significant difference（p = 0.025 < 0.05）between them,which indicates that “reading-to-write” teaching method based on mind mapping can improve the English writing scores than traditional teaching method.Specifically,the content,structure and language of the experimental class are all higher than those of control class（p =0.018 < 0.05;p = 0.031 < 0.05;p = 0.023 < 0.05）.2)The post-test writing motivation scores of the experimental class are higher than those of the pre-test,and there is a significant difference between the pre-test and post-test in English writing motivations（p = 0.003 <0.05）,which indicates that “reading-to-write” teaching method based on mind mapping can stimulate students’ English writing motivations.Finally,according to the experimental results and the actual situation in the experimental process,the author puts forward relevant teaching suggestions on the application of“reading-to-write” teaching method based on mind mapping in English teaching,with the hope of improving students’ English writing scores and stimulating their English writing motivations.