本文是一篇英语教学论文，本研究提出基于思维导图的教师集中反馈模式，依托5W1H图，鱼骨图，流程图和句型、词汇思维导图为一体来组织读后续写的教师集中反馈，并探讨基于思维导图的教师集中反馈模式对高中生英语读后续写的影响。
Chapter I: Introduction
1.1 Research Background
Speech and writing are two major media of human communication. Therefore, writing plays a crucial role in terms of the amount of information conveyed. As an output skill, writing plays an important role in improving learners’ comprehensive ability to use language. Wang (2012) points out that continuation writing is the dynamic integration of language imitation and content innovation, which is to give rein to students’ imagination and enhance students’ capability to pursue creating writings with accurate language and appropriate content. Subsequently, the National English Curriculum Standard for General Senior High Schools (revised in 2017) stresses that it is necessary to promote students’ core competence in which language ability is a basic element of students’ understanding and producing meaning. Among the five basic language skills of listening, speaking, reading, watching, and writing, writing is the most challenging for students to improve. At the same time, the new reform of the college entrance examination proposes that writing scores have increased from 25 to 40, showing the importance of writing. Since the continuation writing task became an indispensable component in the college entrance English examination, scholars and front-line English teachers in mounting numbers have paid attention to continuation writing.
1.2 Research Purpose and Significance
According to the research background, it is necessary and important to explore an effective writing feedback method for teachers to improve students’ continuation writing achievement. In this case, considering the effective role of mind maps in teacher collective feedback in English continuation writing, this study aims to explore the feasibility and effectiveness of using teacher collective feedback based on mind maps through empirical research and provide a feasible feedback method for senior high school students to promote their continuation writing achievement. Moreover, it also provides some educational suggestions for teachers to improve their writing feedback efficiency.
When it comes to the significance of the research, this research has both theoretical and practical value. From a theoretical perspective, the author reviews the relevant research on mind maps, teacher feedback in writing, and methods to measure writing. According to the interactive alignment theory and cognitive learning theory, this study will apply the mind map as a tool to improve teacher feedback effect in students’ continuation writing, thus expanding the application scope of mind maps and enriching teacher feedback methods that are suitable for continuation writing. From this perspective, this study aims to provide evidence for the effectiveness of teacher collective feedback based on mind maps in improving students’ continuation writing achievement.
Chapter II: Literature Review
2.1 Related Concepts
This section introduces relevant concepts of the mind map, teacher collective feedback as well as continuation writing.
2.1.1 Mind Map
Buzan, T. and Buzan, B. (1996) propose that the mind map is a radioactive thinking tool based on visual images. As an information representation tool, it can directly and clearly show the logical relationship between concepts by using graphics and keywords. Dhindsa and Anderson (2011) argue that a mind map is a tool to correlate, organize, and present knowledge through networks or charts, emphasizing the visualization function of mind maps. Due to this kind of function, high transmission efficiency of information can be realized, making knowledge easier to understand and remember. Zhou et al. (2023) argue that mind mapping as a useful tool has the potential to be applied in English reading teaching and to promote students’ thinking quality. Chen (2005) argues that teachers are facilitators of mean
