High School English Reading and Continuing Writing Teaching based on Mind Mapping Method

Yujia Li

doi:10.54691/vpz0xz19

Authors

Yujia Li

DOI:

https://doi.org/10.54691/vpz0xz19

Keywords:

Mind Map; Reading and Continuing Writing; High School English Teaching.

Abstract

The mind mapping teaching method is an interdisciplinary research field that integrates theoretical foundations from multiple disciplines such as education, psychology, and cognitive science. With the reform of the new college entrance examination, new requirements have been put forward for high school English writing. Reading and continuing writing, due to its significant advantages in promoting learning, was introduced as a new type of writing question in the English college entrance examination in 2016. Since its trial, this question type has received a good social response and has gradually been promoted nationwide. However, there are still some difficulties in actual English writing teaching: weak writing willingness of students, high writing difficulty for students, low writing quality of students, separation of students' learning and application; teachers prioritize exam-oriented education and neglect the role of students as the main body. In response to these issues, the author takes "My First Day at Senior High" from Unit 1 A New Start, a compulsory high school English course in the Foreign Language Education Research, as an example to guide students to analyze the text, clarify the article's ideas, draw a mind map, diverge story thinking, grasp the article text, polish it appropriately, and complete the continuation of the article. This paper proposes new ideas for high school English reading and writing teaching and supplements the research on the mind mapping teaching method in high school English teaching and reading and writing teaching.

Downloads

Download data is not yet available.

References

[1] Zhang Ru. (2021). Reading and continuing writing teaching aimed at improving thinking quality - taking the English composition of Zhejiang Province College Entrance Examination in June 2018 as an example. English Square (24), 134-136. doi:10.16723/j.cnki.yygc.2021.24.043.

[2] Zhao Yang & Zhang Lulu. (2023). Teaching exploration of high school English reading and continuing writing based on core literacy. Overseas English (17), 187-189.

[3] Chen Zhirui. (2023). Research on the application effectiveness of mind maps in high school English reading and continuing writing teaching (Master's Thesis, Harbin Normal University). https://kns.cnki.net/kcms2/article/abstract?v=vs6GoGUIqCNxHUuNF5rhtCGYYchOrgTBIQMDifCwXja2zkcUaz29jzJhI_MeLRL10eklLLKis68Yq-4KI_1VMyxqqTRyg6xjD40e_l2LEmXGqt1A5Goj_t-GPVx9H7F6&uniplatform=NZKPT&language=CHS

[4] Xia Yuxin. "Exploration of high school English writing teaching strategies based on deep learning." Road to Success. 31 (2023): 117-120.

[5] Cong Yanyan. (2023). Application of mind maps in junior high school English reading teaching. Language and Culture Research (06), 82-85. doi:10.19954/j.cnki.lcr.2023.06.026.

[6] Gan Aigen. (2018). Exploring English reading and continuing writing teaching strategies with the use of mind maps. Middle School Students' English (20), 74-75.

[7] Buzan, T. (1993). The Mind Map Book: How to Use Radiant Thinking to Maximize Your Brain's Untapped Potential. New York: Dutton.

[8] Wang, C. (2012). Synergistic effects of reading and writing in second language learning. Journal of Second Language Writing, 21(3), 267-285.

[9] Wang, Q., & Wang, F. (2016). The effects of reading and continuing writing on EFL learners' writing performance. Foreign Language Teaching and Research, 48(2), 238-250.

[10] Sun, Q., & Wang, Y. (2018). The impact of reading and continuing writing on vocabulary acquisition in EFL learners. Journal of Language Teaching and Research, 9(4), 789-797.

[11] Ministry of Education of the People's Republic of China. (2018). Senior High School English Curriculum Standards (2017 Edition). Beijing: People's Education Press.

[12] Zhang, L., & Zhang, Y. (2020). The application of mind mapping in high school English reading teaching. Journal of Language Teaching and Research, 11(3), 456-463.

[13] Li, X., & Chen, Y. (2021). The role of mind mapping in improving high school students' writing skills. English Language Teaching, 14(5), 123-134.

[14] Krashen, S. D. (1984). Writing: Research, Theory, and Applications. Oxford: Pergamon Press.

[15] Swales, J. M., & Feak, C. B. (2012). Academic Writing for Graduate Students: Essential Tasks and Skills. Ann Arbor: University of Michigan Press.

[16] Chen, Z. (2023). The application of mind mapping in high school English reading and continuing writing teaching: A case study. Journal of Educational Research, 45(2), 89-102.

[17] Liu, Y., & Wang, H. (2023). The impact of mind mapping on students' creative thinking in English writing. Journal of Creative Education, 14(3), 345-356.