寫作是初中英語學(xué)習(xí)的基礎(chǔ),國內(nèi)的初高中英語老師也越來越意識到英語寫作教學(xué)的重要性。英語寫作在英語教學(xué)占有重要的地位。然而,盡管老師和學(xué)生都對寫作教學(xué)投入了很多精力,效果卻差強人意�，F(xiàn)階段,初高中英語寫作教學(xué)的現(xiàn)狀不甚理想,學(xué)生對英語寫作興趣不足,教師教寫作的方式傳統(tǒng)又低效。英語寫作逐漸成為學(xué)生英語學(xué)習(xí)的瓶頸,也成為了英語教師面臨的最棘手的問題之一。因此,為了改善目前英語寫作教學(xué)的現(xiàn)狀,基于思維導(dǎo)圖的寫作教學(xué)應(yīng)運而生。思維導(dǎo)圖是在層級和分類的信息組織基礎(chǔ)上,從中心主題通過特定的關(guān)聯(lián)展開分支,由關(guān)鍵詞或圖形標(biāo)識分支,并充分利用色彩和字體的變化將放射性思維狀思維過程和結(jié)果可視化的工具。思維導(dǎo)圖有助于篩選、分類和組織信息,建立信息之間的聯(lián)系。這些特點對于學(xué)生完成寫作任務(wù)極為有益。本篇論文旨在探討在英語寫作教學(xué)中運用思維導(dǎo)圖能否提高學(xué)生的寫作能力?并從以下五個方面進(jìn)行探究:在寫作教學(xué)中運用思維導(dǎo)圖:（1）它能否幫助學(xué)生豐富寫作內(nèi)容?（2）它能否幫助學(xué)生優(yōu)化謀篇?（3）它能否幫助學(xué)生豐富寫作詞匯?（4）它能否幫助提高學(xué)生寫作內(nèi)容的連貫性?（5）它能否幫助學(xué)生減少寫作的語法錯誤?本文通過文獻(xiàn)研究、問... 

【文章頁數(shù)】：66 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
List of Abbreviations
Chapter 1 Introduction
    1.1 Background
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Structure of the Thesis
Chapter 2 Literature Review
    2.1 Definition of Mind Mapping
    2.2 The Components of Mind Mapping and the Drawing Methods
    2.3 Researches of Mind Mapping Abroad
    2.4 Researches of Mind Mapping at Home
Chapter 3 Theoretical Foundations
    3.1 Knowledge Visualization Theory
    3.2 Constructivism Theory
    3.3 Schema Theory
Chapter 4 Research Design
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Questionnaire
        4.3.2 Interviews
        4.3.3 Writing Tests
    4.4 Data Collection and Collation
    4.5 Research Process
        4.5.1 Preparation Phase
        4.5.2 Implementation Phase
    4.6 Writing Teaching Cases
        4.6.1 Teaching Cases in the First Stage
        4.6.2 Teaching Cases in the Second Stage
Chapter 5 Results and Discussion
    5.1 the Results of Questionnaire
        5.1.1 the Analysis of Pre-questionnaire Results of the Two Classes
        5.1.2 the Analysis of Post-questionnaire Results of the EC
    5.2 Results of the Interviews
        5.2.1 the Analysis of the Pre-interview Results of the Teachers’Attitudes towards Writing and Mind Mapping
        5.2.2 the Analysis of the Post-interview Results of the Teacher’s Feelings of the Use of Mind Mapping in Writing
    5.3 Results of the Pre-test and Post-test
        5.3.1 the Analysis of the Results of the Pre-test between EC and CC
        5.3.2 the Analysis of the Results of the Post-test between EC and CC
        5.3.3 the Analysis of the Post-test Results in Five Aspects of EC
    5.4 Discussion on the Results from the Five Aspects
Chapter 6 Conclusion
    6.1 Main Findings
    6.2 Limitations of the Research
    6.3 Suggestions for Future Research
Bibliography
Appendix
在學(xué)期間學(xué)術(shù)成果
Acknowledgements



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