A Study On The Application Of Reading-to-Write Teaching Based On Mind Map To English Writing Teaching In Senior High School

As a hot topic in education in recent years,“reading-to-write” has been concerned by many educational researchers.It also has proved that “reading-to-write”can promote students’ English learning.However,there are still many problems in senior high school English writing teaching,such as students’ off-topic writing,unreasonable structure design,outdated argumentation materials,disorganized thinking and so on.In order to find the solution,educational researchers devote themselves to searching for effective teaching models or methods.Mind map can help learners clarify the structure and framework of reading articles,clear writing ideas and expand writing content.Thus their English writing ability and thinking quality can be improved.However,the effectiveness of reading-to-write based on mind mapping in cultivating students’ writing ability is still under investigation.Therefore,it is necessary to conduct an experimental research of mind map in reading-to-write teaching.Based on constructivism theory and schema theory,this study conducted a16-week teaching experiment in two parallel classes of a senior high school in Huaibei city,Anhui Province by using experimental research,questionnaire survey and interview methods.The experimental class arranged reading-to-write teaching method based on mind mapping,while the control class did not use mind map and only adopted reading-to-write teaching method.This study try to explore the following research questions:(1)Can the use of mind map as a teaching method for reading-to-write improve the English writing proficiency of high school students? If so,have you made any improvement in content,structure and language?(2)Can the application of mind mapping in reading-to-write teaching improve students’ thinking quality?The results indicate that:(1)The two classes in post-test English writing scores have a significant difference(p=0.000<0.05),the experimental class students’ post-test English writing scores are extremely higher than those of the control class.Therefore,the English writing proficiency of high school students can be enhanced through the use of a reading-to-write teaching method based on mind map.Specially,significant differences are observed between the experimental class and control class in terms of the content and structure of the writing,the former in these two aspects of writing scores are significantly higher than the latter,but in language,the two classes have no significant difference(p=0.000<0.05;p=0.000<0.05;p=0.595>0.05);(2)There was a significant difference between the pre-test and post-test thinking quality scores of the experimental class students(p=0.000<0.05),the post-test thinking quality score was significantly better than that in the pre-test.Therefore,the application of mind map in reading-to-write teaching can improve students’ thinking quality.Finally,based on the above experimental results and my own teaching practice,the author proposes several teaching inspirations for reading-to-write teaching method based on mind map,and highlights the limitations of this study to offer insights for future research in the field of teaching.