思维导图对初中学生英语写作的有效使用方法和策略（英语英文写作）

思维导图对初中学生英语写作的有效使用方法和策略摘要思维导图作为一种新的有效教学方法，近年来被广泛运用到英语教学中，但在地方性初中英语写作教学中运用较少。本研究将思维导图应用于初中英语写作教学，拟对以下问题进行探究：思维导图是否能激发学生的写作兴趣和帮助学生理清写作思路，以及是否影响学生的写作成绩。本文采用了问卷调查法和观察法对遵义市某初中部初三(4)班进行研究。研究结果显示：思维导图能激发学生的写作兴趣，帮助学生整理写作思路和文章逻辑，提升写作成绩,以有助于丰富初中英语写作教学方式和提升教学质量。关键词：思维导图；写作教学；初中英语TheeffectiveusemethodandstrategyofmindmappingforEnglishwritingforjuniorhighschoolstudentsMindmap,asanewandeffectiveteachingmethod,hasbeenwidelyusedinEnglishteachinginrecentyears,butitisseldomusedinEnglishwritingteachingoflocaljuniorhighschools.ThisstudyappliesthemindmaptoEnglishwritingteachinginjuniorhighschooltoexplorethefollowingquestions:whetherthemindmapcanstimulatestudents’interestinwritingandhelpthemclarifytheirthoughtsofwriting,aswellaswhetheritaffectsstudents’writingperformance.ThispaperadoptsthemethodofquestionnaireandobservationtostudyZunyicity,ajuniormiddleschoolgradethree(4)class.Theresultsshowthatthemindmapcanstimulatestudents’interestinwriting,helpstudentsorganizetheirwritingideasandlogicofarticles,andimprovetheirwritingperformance,soastoenrichtheteachingmethodsandimprovetheteachingqualityofjuniorhighschoolEnglishwriting.Keywords:mindmap;writingteaching;juniorEnglish

1Introduction1.1ResearchBackgroundWritinghasalwaysbeenarequisitepartofEnglishteachinginjuniorhighschools.InfourskillsofEnglishlistening,speaking,reading,writing,“writing”relativelyisoneofthemostdifficult.Englishwritingnotonlyfocusesonthecultivationofstudents’abilityofunderstandingandexpression,butalsoemphasizestheexerciseoftheirthinkingandtheapplicationoflanguagecompetence,soastoimprovetheircomprehensiveexpressionability.Afterreadingasufficientamountofliterature,theresearcherfindsthatthefollowingissuesarestillinexistenceinthecurrentEnglishwritingteaching:(1)ThestudentslacksufficientEnglishvocabulary,thelogicoftheparagraphisweak,andtheirinterestandmotivationofEnglishwritingareinsufficient.Englishisanimportantsubjectoflanguage.Forlanguagelearning,vocabularyisanimportantbasisformasteringalanguage,andextremelyimportant.However,atpresent,theEnglishvocabularyofjuniorhighschoolstudentsisgenerallyinsufficient,andthedepthofthevocabularyisnotenough,whichoftenleadstothephenomenonofwordsfailingtoconveythemeaning.TraditionalEnglishteachingputslanguageknowledgeinthefirstplaceandignoresthetextstructureandparagraphsofthearticle.Therefore,whatstudentswriteoftenhasaweaksenseofinformationandpoorlogic.ComparedwithotherteachingcontentsofEnglishsubjects,writingismoredifficult,andstudentseasilyfeelbored,orevenrejected,andloseinterestandmotivationinwriting.Atthesametime,duetothelackofunderstandingoftheimportanceofEnglishwriting,quiteafewstudentshaveformeda“scoretheory”thought,thatis,writingistogetthecorrespondingscoreinthehighschoolentranceexamination.Thepracticalsignificanceisnotgreatforthem,sotheyoftendonotcareaboutwritingtraining,whichresultsinlowefficiencyofEnglishwriting.(2)Theteacher’steachingmethodlacksinnovation.Ifteacherswanttoachievetheteachinggoalofconstantlyimprovingstudents’Englishwritingability,theyhaveanobligationtopayattentiontotheinnovationofteachingmethods.Onlybyconstantlyenrichingandreformingteachingmethods,andmakingasuccessofguiding,inspiringanddriving,canstudentsovercometheirfearofdifficultiesanddislikeofEnglishwritingitself.Nevertheless,thesituationofcurrentteachingisthatteachers’teachinginnovationabilityandstrengthareinsufficientandtheinnovationpathissingle.Theteachermainlygivesstudentsmoresamplewritingtosimulateandhasthestudentsmemorizethemodel,eventhoughtheyhadbetterreachanaccuratedictationdegree.Underthisteachingmode,students’compositionsareallthesame,lackingnewideasandcreativity.Atthesametime,studentsgraduallylosetheirsubjectiveinitiativeintheprocessofmechanicaltraining.Inaddition,teachershavebeenlackingthetrainingofstudents’writingthinking,whichwillinevitablyleadtoawritingproblemofillogicalorganizationandunclearstructure.1.2ResearchPurposeInviewoftheabovesituationofEnglishwritingteaching,agrowingnumberofeducatorsbegantointroduceadvancedforeignteachingmodesandtheoriesandapplythemtoteachingpractice,soastochangesomedeficienciesinEnglishwritingteaching.Themindmapisdeemedtobeatoolforstudents,educatorsandresearcherstoprovidecreativeandpracticaltools.Itiscommonlyusedinthefieldofeducationathome,especiallyinEnglishteaching.Butinlocaljuniormiddleschools,theapplicationandpracticeofthemindmapinEnglishwritingteachingisstillrelativelyrare.Therefore,basedonresearchathomeandabroad,thisstudyaimsatexploringthecurrentsituationandexistingproblemsofjuniorhighschoolEnglishwritingteaching.TheapplicationofthemindmapinjuniorhighschoolEnglishwriting;howtousemindmapping,andtheimpactofthemindmaponstudents’Englishperformanceandattitudeofwriting.ThisstudycanplayavaluablereferenceroleinZunyicity,ajuniormiddleschoolgradethree(4)classEnglishwritingteaching,optimizethewritingteachingmethods,improvetheteachingefficiency.1.3ResearchMethodologyInthisstudy,theauthormainlyadoptsthequestionnairemethodandtheobservationmethod.Thepurposeofthisquestionnaireistounderstandstudents’interestsandproblemsexistinginwriting,andhowtheyviewtheapplicationofmindmapinwritingteaching.Theobservationmethodistoobservethefeedbackofstudentsaftertheapplicationofmindmappinginthewritingteachingofjuniorhighschool,soastounderstandwhethermindmappinghasacertaininfluenceonthewritingattitudeandperformanceofjuniorhighschoolstudents.1.4ResearchSignificanceThejuniorhighschoolstageisthegoldenperiodofstudents’consideringdevelopmentandthecriticalperiodofabilitycultivation.Mindmappingcannotonlyeffectivelymakeuseofittocultivatestudents’divergentthinkinglogic,butalsohelpjuniorhighschoolstudentstousedivergentthinkinginwriting,focusexistingknowledgeonthetopicthatneedstobewritten,andenrichanddiversifywritingteachingmethods.Teachersoftenusetraditionalteachingmodesinrealisticwritingclasses.Theclassroomatmosphereisdull,students’enthusiasmisnothigh,theteachingeffectisworried,andstudents’learningefficiencyislow.Throughthisresearch,inordertofindtheproblemsexistinginthestudents’writingofZunyicity,ajuniormiddleschoolgradethree(4)class,andexploretheinfluenceofthemindmaponstudents’Englishwritingability.Furthermore,itshowsthatwhetherthemindmapcanincreasestudents’interestinwriting,helpstudentsorganizetheirwritingideasandlogicofanarticle,andimprovetheirwritingperformance,soastoenrichtheteachingmethodsandimprovetheteachingqualityofjuniorhighschoolEnglishwriting.1.5StructureofthePaperThispapermainlyincludessixparts:Thefirstchapteristheintroductionwhichembodiestheresearchbackground,researchpurpose,researchmethods,researchsignificance,andthepaperstructure.Thesecondchapterisaliteraturereview;itinvolvesthedefinitionandcharacteristicsofthemindmap,researchonthemindmapabroadandhome,andresearchofthemindmapinEnglishwritingteaching.Thethirdchapteristhetheoreticalbasis,mainlyschematheoryandconstructivism.Thefourthchapterisresearchmethodology;itcontainsresearchquestions,subjects,andinstruments.ThenextchapteristheapplicationofthemindmapinEnglishwriting,datacollection,anddataanalysis.Thelastchapteristheconclusionwhichexpoundsthemajorfindings,limitationsandsuggestions.2LiteratureReview2.1DefinitionandcharacteristicsofmindmapMindMapwasproposedanddevelopedbyTonyBuzan,aBritishscholarintheearly1960s.Itisakindofthinkingtoolthatshowsdivergentthinkingwithcharts.Itisbasedontheanalysisofpeople’sdailylearningandworkthinkinghabits,memoryskillsandnote-takinghabits,combinedwiththemultidisciplinaryknowledgeofpsychology,semantics,informationtheoryandsoon.Asavisualdiagramandholisticthinkingtool,themindmapcanbeeffectivelyappliedtomemory,creation,learning,andotherformsofthinking.Agoodmindmapusuallyhighlightsthematicinformation,focusesmaininformationandlinksthedifferentlevelsofinformationclearlyandcloselytogetherthroughtheextensionoflines,whichareconvenientforassociations,imagination,creationsandmemory.Itiswidelyusedasithastheadvantageofclearvisualization,whichcanhelpthethinkertothinkabouttheproblemfromaholisticperspectiveandactivatetheflexibilityofthinking.2.2MindmapinjuniorhighschoolEnglishwritingteachingMindmapisasimpleandefficientgraphicalthinkingtool.Itisofgreatsignificancetousethistoolinteachinginwriting.JiangDongmei(2019)pointsoutthattheapplicationofmindmappinginEnglishwritingteachinginjuniorhighschoolssimplifiesteachingoftextbookknowledge,expandsthecontentofclassroomteaching,improvestheefficiencyandqualityofwritingteaching,anddevelopsstudents’abilitytocollectandorganizeinformation,aswellastheircompetencetoextractkeyinformation.Asanewteachingmethodandlearningstrategy,themindmapisappliedtowriting.Itcangettwicetheresultwithhalftheeffortinteaching.Drawingamindmapintheprocessofwritingestablishesanexplicitdirectionofwriting,writingframeworkandthinkingpathforstudents,avoidsthephenomenonofnotbeingabletowrite,andlaysasolidfoundationfortheirrapidcompletionofwritingtasks.2.3ResearchonMindMapatHomeandAbroad2.3.1ResearchonMindMapatAbroadAsateachingresource,foreignresearchersbegantostudyhowtoapplythemindmaptoteachinthe1970s.Edwards,S&Cooper(2010)arguedthatmindmapscanbeusedasteachingresourcesinavarietyofways:preparationandreviewandexaminationtools,allowingquickwritingandreviewofnotes,allowinginformationtobeeasilyupdated,etc.AnnaBuran&AndreyFilyukov(2015)foundthattheapplicationofmindmappinginlanguageteachingplaysapositiveroleforstudents,whileteachersactasfacilitatorsandcoordinatorstohelpstudents.Studieshaveshownthatmindmapsarehelpfulinsolvingproblems,brainstorming,learninganewvocabulary,takingnotes,improvingreadingskills,andpreparingspeeches,providingstudents,educators,andresearcherswithcreativeandpracticaltools.IntermsofEnglishwritingteaching,Naqbi(2011)showedinhisresearchthatthemindmapcanhelpstudentsconceiveawritingframework,clarifywritingthoughtsandimprovetheirwritingthinking,becausethemindmapcanmoreintuitivelypresenttheframeworkandstructureofwritingtexts.RogerAnderson(2011)comparedthe“mindmappingteachingmethod”withthe“traditionalteachingmethod”andconcludedthattheclassroomlearningenvironmentofmindmappingteachingmethodismoreconstructive,andthemindmapcanenrichstudents’understanding.Chi-JenLin(2019)combined“mindmapping”,“flippedclassroom”and“peerevaluation”.Hebelievedthatthemindmapisaneffectiveknowledgebuildingtool,whichcanhelpstudentsorganizetheirthinkinginEnglishwritingandcultivatestudents’autonomouslearningability,soastoachievethepurposeofEnglishteaching.2.3.2ResearchonMindMapatHomeEarlyresearchersmainlyexploredtheapplicationofmindmappinginreadingteaching,EnglishreviewlessonsandEnglishvocabularyteaching.ResearchbyZhangDan(2005)confirmedtheinspirationofmindmappingtoEnglishreadingteachinginjuniorhighschool.Itcanpromotestudents’understandingofreadingmaterials,facilitatestudents’memoryofthereadingmaterials,andpromotetheall-rounddevelopmentoflistening,speaking,readingandwriting.ZhangTianshu(2011)studiedtheapplicationofmindmappinginreviewlessons,verifiedtheeffectivenessofitsEnglishteachingeffect,andexploredthedesignofmindmappinginEnglishreviewlessons.ChenBoli(2012)showedthattheuseofmindmappingcanimprovethevocabularylearningabilityandacademicperformanceofstudentswithlearningdifficultiesinjuniormiddleschoolEnglish.InChina,therearefewstudiesontheapplicationofmindmappinginEnglishwritingteachinginlocaljuniorhighschools.QiKun(2012)putsforwardhowtoapplymindmappingintheapplicationandpracticeofwritingteachinginjuniorhighschools.WangLibin(2014)showedthatcombiningmindmappingwithEnglishwritingcancomprehensivelyimprovestudents’EnglishliteracyandthusimprovetheirEnglishwritinglevel.3TheoreticalBasics3.1SchemaTheorySchemawasfirstseenintheworkofthephilosopherKant(1871).Bartlett,aGermanpsychologist,proposedin1932thattheso-called“schema”referstothewaythattheknowledgeacquiredinthepastisstoredinthebrain,whichisthereflectionofthepastexperienceorthebrain.Inthe1970s,theAmericanartificialintelligenceexpertD.ERumelhartdevelopedtheconceptofaschemaintotheschematheory,thatis,readingcomprehensioncomesfromtheorganiccombinationofwords,thetextmeaningandreaders’backgroundknowledge.Mindmappingisagraphicalmethodbasedonschematheory.Whenlearnersusemindmappingtolearnknowledge,theyskillfullyintegratethefunctionsoftheleftandrighthemispherestosortoutandcommunicateknowledge,andorganizeiteffectivelyinavisualform.Itrevealedtheconnectionbetweentheknowledgepoints,fromanetworksystemofknowledge.Thisformofcognitiveschematofacilitateunderstanding,memoryandthuspromotestheformationoflong-termmemory.Therefore,inteaching,theproperuseofmindmappingcannotonlyplaytheroleofknowledgeunderstanding,memoryandsorting,butalsoallowthecollisionofstudents’thinking.3.2ConstructivismTheoryConstructivismholdsthatlearnersarenotinstilledwithknowledgeinthewholeteachingprocess,buthavetakentheinitiativetousetheirowncognitivenetworktoreceivenewknowledge.Teachersguidestudents’cognitiveactivitiesandtheirlearning,ratherthandominatingtheentireteachingactivity.Studentsaretheprimarybodyofteachingactivities.Teachersstimulatestudents’learninginterestsandenhancetheirlearningzealthroughcorrespondingmeans.Whenusingthemindmapinteaching,learnershavetakentheinitiativetoobtaininformationfromtheoutsideworldtoenrichtheirmindmap.Therefore,intheapplicationofmindmappingteaching,students’learningisnotimposedbyteachers,butcompletedwithinitiative.Inaddition,theconstructivistlearningtheoryemphasizesthattheoriginalknowledgeandexperienceisthebasis,andthenewknowledgeisformedinacollisionwiththeoriginalknowledge.Learnersconstructknowledgeaccordingtotheirownunderstandingofknowledgeandincreasefurtherknowledgeonthebasisoftheoriginalknowledge.Thisisquiteconsistentwiththeprocessofmakingmindmaps.Whenmakingamindmap,studentsshouldmakeafullprevieworreviewfirst.Beforedrawing,studentsshouldhaveacertainunderstandingofthecentraltheme.Intheprocessofdrawing,students’thinkingiscollidedconstantly,soastounderstandtheinnerconnectionbetweenthecentralwordandthebranch,gainadeeperunderstandingofthecentralword,andcompletethemeaningconstructionofthecentralword.Therefore,constructivismtheoryissuitabletoguidetheteachingofthemindmap.4ResearchDesign4.1ResearchQuestionsThisstudyconductedaquestionnairesurveyonZunyicity,ajuniormiddleschoolgradethree(4)classmadeacomparison,analyzedthequestionnairedata,andtriedtoanswerthefollowingquestions:1.Whatarethestudents’attitudesandperformancetowardswritingbeforetheapplicationofthemindmapinwritingteaching?2.Whatarethestudents’attitudesandperformanceafter?4.2ResearchSubjectsThestudysubjectsarestudentsfromZunyicity,ajuniormiddleschoolgradethree(4)class.Thetotalnumberofstudentsintheclassis44,including24boysand20girls.Theresearchapplicationlastedforaboutthreemonths.Herearethereasonswhyitwaschosenasthestudyobjectsinthisstudy.Firstly,thisistheplacewhereIdomyinternship.Secondly,thestudentsofthisclasscomefromZunyi.Thelearninglevelofthestudentscanbedividedintothreelevels:high,mediumandlow.Third,thisclasshasneverusedtheteachingmethodofmindmappinginEnglishwriting.Therefore,themostrepresentativestudentsinthisclassarestudied.4.3ResearchInstrumentsResearchinstrumentsincludequestionnairesandobservations.Thepre-applicationquestionnairewasconductedonSeptember7,thepost-applicationquestionnairewasconductedonDecember4.AndthefirstobservationwasmadeinSeptember,thelatterobservationwasinDecember.4.3.1QuestionnairesThequestionnairesareadapted(fromCuiQingqingin2019)anddividedintopre-applicationquestionnaireandpost-applicationquestionnaire.Itconsistedofthreeparts,includingadiscussionofstudents’attitudestowardsEnglishwriting(1-6,16-22).SomecommonproblemsencounteredinEnglishwriting(8-13);thewaysofimprovingwriting(14-18).Thatis,attheendoftheimplementationofthemindmap,itismainlytounderstandhowthisteachingmethodchangesastudent’sperformanceinEnglishwritingclass.4.3.2ObservationsTheobservationmethodismainlyusedforthetraditionalwritingclass,anditisalsoutilizedforthewritingclassthatusesthemindmap.Itmainlyobservesthechangesinstudents’performanceinwritingclassandwritingscoresaftertheapplicationofthemindmapinwritingteaching,aswellasthesituationofstudents’useofthemindmapinwriting.Thatleadstoseveralimportantconclusions,whethertheuseofmindmappinginwritingteachingcanpromotestudents’writingperformance,andwhatistheattitudeofstudentstowardstheapplicationofthemindmap.5TheApplicationoftheMindMapinEnglishWritingTeaching5.1TeachingprocedureofMindmap5.1.1PreparationStageItincludesthreeparts:thepre-surveyquestionnaire,thepreparationforimplementingthemindmapandtheselectionofteachingmaterials.Firstofall,throughthequestionnairesurveyintheinitialstage,tounderstandthebasicsituationofstudentsaboutwriting.Secondly,choosetheappropriateteachingcontentandplantheteachingdesignofthemindmapinwritingteaching.Finally,thestudentsshouldbedividedintogroupsreasonably.5.1.2InApplication(1)GroupingThereareforty-fourstudentsinthewholeclass.Sosixpeopleareinagroup,andthereareonlytwogroupsofseven.(2)ClearingtasksBeforeclass,introducethedefinitionandrelatedcontentofthemindmaptostudentsagain.Thenshowthewritingtopictothestudentsandmakeclearthewritingrequirements.Givethestudentsenoughtimetoexaminethetopicandthink,thenaskthestudentstodiscussingroupsandmakethemindmap.(3)DiscussingwithgroupandsharingofmindmapsStudentsandteachersgivecommentsandmakesupplements.(4)Writingtime5.1.3Post-applicationStageAfterthreemonthsofthemindmapinwritingteaching,studentshavesomeunderstandingonthemindmap,andtheirperformanceinEnglishwritingclasseshasalsochanged.Therefore,thestudypreparespost-questionnaireandobservation.5.2DataCollectionandAnalysis5.2.1QuestionnairesThroughthequestionnairesbeforeandaftertheapplicationofthemindmapinwritingteaching,thispaperstudiesthestudents’attitudetowardsEnglishwritingandtheexistingdifficultiesinwriting,thewayofimprovingwriting,andtheirattitudeandperformanceaftertheapplicationofmindmappinginjuniorhighschoolEnglishwritingteaching.Theresultsofthesetwoquestionnaireswillbedescribedindetailbelow.(1)ComparativeAnalysisofStudents’AttitudesBeforeandAftertheApplicationFigure1Figure1showsthat31.82%ofthestudentsthinktheyarenotinterestedinEnglishwritingatallinQuestion1,47.73%thinktheyareonlyinterestedinEnglishwritingsometimes,9.09%remainneutral,andonly11.36%areveryinterestedinEnglishwriting.Question2illustratesthat47.73%ofthestudentsareafraidofEnglishwriting,29.55%arealittleafraidofwriting,43.64%arenotsure,andonly0.09%ofthestudentsarenotafraidofEnglishwritingbecausetheylikeit.Question3alsoconfirmsthat50%ofthestudentslackconfidenceinimprovingtheirEnglishwritingskills,whileonly18.18%ofthestudentsareconfidentinimprovingtheirEnglishwritingskills.Figure2Aftertheapplicationofthemindmapinwriting,inQuestion1itcanbefoundthat47.73%ofthestudentsareveryinterestedinEnglishwriting,and29.5%ofthestudentsareinterestedinEnglishwritingdependingonthesituation.Only9.09%ofstudentsshowednointerestinEnglishwritingatall.Duetotheapplicationofthemindmapinwritingteaching,itindicatesthat47.73%ofstudentsarenolongerafraidofEnglishwritingandjust9.09%ofstudentsarestillafraidofEnglishwritinginQuestion2.Morethan55%ofthestudentshaveincreasedtheirconfidenceinimprovingtheirEnglishwritingskillsinQuestion3.Throughthediscussionoftheaboveanalysis,weconcludethatstudents’attitudestowardsEnglishwritinghavechangeddramaticallybeforeandaftertheapplication,andthatthesechangesareinextricablyrelatedtotheapplicationofmindmapping.(2)ComparativeAnalysisofStudents’ProblemsBeforeandAftertheApplicationFigure3Aftertheapplication,itcanbeseenfromthedatathatstudents’writingproblemsinwritinghavechangedsignificantly.Inthepreviousquestions,75%ofpeoplelacktheuseofvocabularyinwriting,70%ofindividualsholdtheviewthatwritingcontentisanobstacleinwriting,59%ofpeoplehardlyputforwardthestructureandoutlineofthearticlebeforewriting,and54%ofthemalsodon’tpayattentiontotheoveralllogicofthearticle.WhenmindmappingisappliedtoEnglishwritingteaching,therewasasignificantdecreaseinthenumbersforthesefourquestions.Studentscanmoreclearlyanalysethecontentsofwritingandincreasetheprobabilityofcorrectlyusingthetopicvocabulary.Beforewriting,makeamindmaptoconceivethestructureoftheessay,andfocusontheoveralllogicoftheessay.(3)ComparativeAnalysisofStudents’WayofMindMaptoImproveEnglishwritingBeforeandAftertheApplicationFigure4AscanbeobservedfromFigure4,beforetheexperiment,25%ofthestudentsimprovedtheirwritingskillsbycorrectingmistakes,29%byseekingthehelpofteachers,and39%byaccumulatingandrecitingrelevantwritingthemeexamples.Only7%ofstudentsusedmindmappingtoimprovetheirwriting.Figure5Aftertheapplication,accordingtothestudents’feedback,57%ofthestudentsusedmindmappingtoimprovetheirwritingskills,whiletheothersstillimprovedtheirwritingskillsbycorrectingmistakes,seekingtheteacher’shelpandrecitingexamples.5.2.2ObservationsOnthebasisoftheauthor’sobservation,inthewritingclassofappliedthemindmap,studentsstudyagroupofsixintheclassatthepre-writing.Inthisprocess,itincreasescommunicationandcooperationamongthestudents,andpromotesthestudyofthewholeclassatthesametime.Comparedwithtraditionalclassrooms,amindmapcanhelpthemajorityactivelyparticipateinactivitiesandcreateabetterlearningatmosphere.Andafterclarifyingthewritingtopic,studentscanquicklydescribethewritingoutlineandthestructureoftheessaythroughthemindmap.Thenaccordingtothemindmap,learnerscanwritethesubjectwordsandsentencepatterns.Atthesametime,afterdiscussion,studentsareencouragedtosharetheoutline,vocabularyandothercontentsintheclass.Incontrasttotraditionalclassrooms,themindmapenableslearnerstopaymoreattentiontothelogicalstructureofthetextandtheuseofvocabulary.Itisaneffectivewayforstudentstoreducethedifficultiesofwriting.Atpost-writing,amultitudeofstudentstendtoself-checkandrevisethecompositionbyusingthemindmap,whereasinthetraditionalclassahostoflearnershandsintheircompositionsassoonastheyarefinished,andrelyontheteacher’scorrection.Itisclearlyseenthatthemindmapeffectivelypromotestudents’self-learningandthinkingability.6Conclusion6.1MajorfindingsFirstofall,themindmapcanstimulatestudents’interestandconfidenceinEnglishwriting.Inteaching,studentscompletethetaskofthemindmapundertheguidanceoftheteacherbygrouping.Studentscanclearthecontentsofwritingandthetopicrequirementsafterthinkingaboutthemeaningofthequestion,thenmakeamindmap.Inthecourseofproduction,eachstudentexpressedhisorherownopinionandparticipatedinthediscussion.Einsteinoncesaidthat“interestisthebestteacher”.TostimulateandmaintainagoodinterestinlearningistheprerequisiteforlearningandmasteringEnglish.Thetraditional“instilling”EnglishwritingteachingmethodmakesstudentsonlypassivelyreceiveEnglishinformation.Thisteachingmethoddoesnotcombinestudents’actualsituationtocarryouttargetedteaching,whichleadstostudents’lowenthusiasmforlearningEnglishwriting,especiallyforstudentswithweakEnglishfoundation.However,theapplicationofthemindmap,whichisdissimilarfromthetraditionalsingleboardteachingmethod,canarousestudents’enthusiasmforlearning.Secondly,themindmapcanhelpstudentsenlargevocabulary.InthetraditionalEnglishwritingclass,students’vocabularyislimited.EachtopicinvolvesalargenumberofwordsandlanguageblocksinEnglishwriting,whiletheknowledgestoredinthebrainofstudentsisscattered,chaoticandlackingstructure.Inthewriting