高中英语读后续写构建思维导图策略研究

AStudyofStrategiesforConstructingMindMapsinSeniorHighSchoolContinuationWritingAbstract:GuidedbySchemaTheory,InputandOutputHypothesis,andtheCollegeEntranceExaminationEvaluationSystem,thisstudyinvestigatesthecurrentstatusandchallengesofhighschoolEnglishreadingcontinuationteachingthroughquestionnairesurveys,classroomobservations,andinterviews.BycombiningwiththerealitiesofhighschoolEnglishpedagogy,itfurtherexplorestheadvantagesandpotentiallimitationsofapplyingmindmapsinreadingcontinuationinstruction.Thestudyaimstoidentifytherootcausesofteachers’instructionaldifficultiesandstudents’challengesincompletingcontinuationtasks,whileproposingsupplementarysuggestionsformindmap-basedteachingstudy.Focusingon80EnglishteachersfromahighschoolinShuochengDistrict,ShuozhouCity,ShanxiProvince,thestudyultimatelyproposesa“three-stepprogressive”teachingoptimizationframework:utilizingtemplatemindmapstodevelopstructuredthinkingatthefoundationalstage;implementingdynamicmindmapstoenhancecriticalthinkingattheintermediatestage;andadvancingpersonalizedmindmapstofosterinnovativeexpressionattheadvancedstage.ThefindingshavesomeimplicationsforoptimizingEnglishreading-writingintegrationpedagogy.KeyWords:continuationwriting;mindmap;writingstrategy高中英语读后续写构建思维导图策略研究摘要：本文以图式理论、输入输出理论及高考评价体系为指导，结合高中英语教学实际情况，通过问卷调查、课堂观察、访谈等方式，对高中英语读后续写教学的现状和存在的问题，以及思维导图在读后续写教学中的优势和潜在问题进行研究，了解教师在教学中遇到困难的原因和学生在完成读后续写任务时面临的挑战，试图为基于思维导图的高中英语读后续写教学研究提供补充和建议。该研究以山西省朔州市朔城区某高中80名英语教师为对象。最后笔者提出“三步递进式”教学优化建议：基础阶段使用模板思维导图培养结构化思维；中级阶段实施动态思维导图促进批判性思维；高级阶段推动个性化思维导图激发创新表达。研究成果对优化英语读后续写教学模式具有一些意义。关键词：读后续写；思维导图；写作策略 ContentsTOC\o"1-2"\h\z\u TheHighSchoolEnglishCurriculumStandards(2017Editionand2020RevisedEdition)clearlydefinesthecorequalitiesofEnglishaslanguageability,culturalawareness,thinkingability,andlearningability.Thisbookclearlypointsoutthatintheprocessoflanguagelearning,comprehensionability,andexpressionabilitycomplementeachother.Againstthisbackdrop,thenewcollegeentranceexaminationreformhasintroducedthequestiontypeof“continuingwriting”intheEnglishtestpaperofthecollegeentranceexamination.Asanewtypeofquestioninthecollegeentranceexamination,continuationwritingisaformofexaminationthatcloselycombinesreadingandwriting,bothofwhichteststudents’comprehensivelanguageapplicationability.Unlikepracticalwriting,storycontinuationwritingnotonlyrequiresstudentstomasterrichvocabularyandsentencestructuresbutalsofocusesonstudents’abilitytoconceivecontentandconnectplots.Thequestiontyperequirescandidatestocompletedesignatedwritingtasksbasedontheirunderstandingofthegiventext.Althoughthediscoursecontentofeachyear’scontinuationwritingtestisdifferent,therearestillmanytypicalcommonfeatures.Thediscoursetypeofcontinuationwritingisgenerallynarrativeornarrativecombined.Thestorytestswhethertheexamineecanaccuratelyunderstandtheplotofthearticlebysettingupamorerealisticproblemscenario,andcombiningthegiventextmaterialsandthefirstsentencesofthetwoparagraphstoanalyzethestructureandplotofthearticle,exerttheirindependentthinkingability,anddevelopreasonableimagination.Atthesametime,thenewlyrevisedPeople’sEducationPresstextbookalsodividesthewritingsectiontoprovidestudentswithspecificwritingguidance,linkingandcontinuingwritingineachunit,andprovidingstudentswitha“thinkingframework”forEnglishwriting.ThisprovidesaguidingdirectionforhighschoolEnglishnarrativewritingteaching.Therefore,inthecurrentteachingofcontinuingwriting,Englishteachersoftenusemindmapstosortoutthediscourseandcontinuewritingthediscourse.1.2PurposeoftheStudyThisstudyaimstosystematicallyexploretheconstructionpathofthemindmappingstrategyinhighschoolEnglishcontinuationwritingteachingandprovideoptimizationsuggestions.Specifically:Firstly,throughquestionnairesandinterviews,itcomprehensivelyexaminesthecurrentimplementationstatusofhighschoolEnglishcontinuationwritingteaching,andclarifiesthepracticaldifficultiesfacedbyteachersintheteachingprocess.Secondly,itfocusesonanalyzingthespecificdifficultiesstudentsencounterinplotcontinuation,characterdevelopment,andlanguageconnectionthroughclassroomobservation.Finally,itdeeplyanalyzesthedualeffectsofmindmappingincontinuationwritingteaching,demonstratingitsuniqueadvantagesinactivatingnarrativelogicandstrengtheningtextintertextuality,whilealsorevealingpotentialriskssuchasformalizeduseandfixedthinking.Throughfeedbackfrombothteachersandstudents,apracticalteachingimprovementplanisformed,providingtheoreticalsuggestionsforEnglishcontinuationwritingteaching.1.3ThestudyresultshavecertainsignificanceandsuggestionvalueforoptimizingtheEnglishcontinuingwritingteachingmodeanddeepeningtheapplicationofthinkingvisualizationtools.2.1DefinitionofKeyConcepts2.1.1ContinuationWritingContinuationwriting,asaninnovativelanguageteachingandassessmentmethod,wasfirstproposedbyProfessorWangin2012.Itscoreconceptistoachievedeepintegrationofreadingandwritingthrough“readingtopromotewriting”.Thiswritingformrequiresstudentstocompletethecontinuationtaskbasedonunderstandingtheunfinishedtext,combiningthelogic,languagestyle,andplotoftheoriginaltext.Itnotonlyemphasizesgraspingthemainideaofthetextandextractingkeyinformationbutalsofocusesonstimulatingstudents’creativityandcriticalthinking,makinglanguageimitationandinnovativeexpressionformasynergyeffect.In2015,continuationwritingwasincludedintheEnglishtestformatofChina’snewcollegeentranceexaminationandbecamearequirediteminreformprovincessuchasZhejiang.Intheexam,studentsneedtoreadmaterialofabout350wordsandcontinuetowriteabout150wordsbasedontwoopeningprompts.Theoriginalintentionofthisquestiontypeistoacceleratetheimprovementofstudents’languageapplicationabilitythroughtheclosecombinationofinputandoutput.2.1.2MindMapsMindmappingwasproposedbyBritishpsychologistBuzaninthe1960s.Itisavisualtoolthatsimulatestheradioactivethinkingofthehumanbrainthroughgraphics,colors,andkeywords.Withacentralthemeasthecore,itradiateshierarchicalbranchesoutward,transformingcomplexinformationintoanintuitivelogicalnetwork.Buzaninitiallyusedittohelppeoplewithlearningdisabilitiesimprovecognitiveefficiencyandfoundthatitcouldactivatewhole-braincollaborationthroughimagesandcolors,breakingthelimitationsoftraditionallinearnote-taking.Sincethen,mindmappinghasgraduallypenetratedthefieldsofeducation,scientificstudy,andbusiness,becomingagloballyrecognizedthinkingaidtool.2.22.2.1SchemaTheorySchematheorywasfirstproposedbyGermanphilosopherKantin“CritiqueofPureReason”.Itscoreviewpointisthatnewinformationneedstobeassociatedwithindividualexistingknowledgetobeeffectivelyrecognized.Aftermorethan200yearsofdevelopment,theacademiccommunityhasreachedaconsensus:schemaisaknowledgeframeworkstructurallystoredinthehumanbrain,whichachievescognitiveupgradingthroughnewandoldconnections.Thistheoryincludesthreemajorschematypes:language,content,andform,correspondingtolanguageknowledgesystem,backgroundculturalcognition,andtextstructureknowledge,respectively.Intheprocessofcontinuingwritingteachingandtasks,allthreetypesofschemaarereflected.Onlywhenstudentshavesufficientvocabulary,proficientgrammarrulesandsentencestructures,cantheychooseappropriatevocabularyandsentencestructuresbasedonthethemeofthedemonstrationarticleandwritebetterarticles.Contentschemaaremanifestedintheprocessofstudentsdeterminingthethemebeforewriting,whichistheprocessofteachersactivatingschema.Atthistime,specialattentionshouldbepaidtoculturalnuance.Masteringthethinkingpatternsoftargetlanguagesindifferentcountriescanavoiddeviationsincontentexpression.2.2.2InputandOutputTheoryTheinputhypothesisholdsthatlanguageacquisitionisachievedbyunderstandinginputcontainingthe“i+1”structure,where“i”representsthelearner’scurrentlanguageleveland“i”referstolanguagematerialsslightlyhigherthantheircurrentlevel.Krashen(1981)pointedoutthatthiscomprehensibleinputmustsatisfytwoconditions:learnerscanunderstandmostofthelanguagecontent;includeanappropriateproportionofnewlanguageforms.Accordingtotheinputassumptions,post-readingandwritingteachingshouldstrictlyscreenreadingmaterials:thelanguagedifficultymeetsthe“i+1”standard;thetextcontenthasplotextension;thethemeisclosetostudents’lifeexperience;thetexttypecanstimulatecreativeinterest.Swain’s“comprehensibleoutputhypothesis”proposedin1985pointedoutthatlanguageoutputplaysanirreplaceableroleinsecondlanguageacquisition,especiallyinimprovinglanguageaccuracyandfluency.Theessenceofcontinuationwritingisacollaborativeprocessofinputandoutput:inthereadingstage,languageschemasareestablishedthroughcomprehensibleinput,andinthewritingstage,internalizedlanguageknowledgeistransformedintocreativeoutput.Readingmaterialsprovidecomprehensibleinput,andcontinuingtaskscreateoutputopportunities.Studentstranslateinputintointernalizedknowledgeduringtheprocessofrereadingtextanddrawingmindmaps.2.3PreviousRelatedStudiesAbroadKnowledgevisualizationhasreceivedcontinuousattentioninthefieldofinternationalsecondlanguagewritingstudy.Manyscholarshaveverifiedtheuniquevalueofmindmapsinimprovingwritingabilitythroughempiricalstudy.Whenexploringtheimpactmechanismofmindmapsonwritingability,scholarshaverevealedtheteachingvalueandpracticalpointsofmindmapsfromdifferentperspectives.Epplerfoundthatstudentswhohavereceivedmindmaptrainingoftenshowstrongerlogicinwritingbycomparingwithtraditionalwritingcourses(Eppler,2006).Theyarebetteratconstructingcontentframeworksaroundcoreideasratherthanrandomlypilingupmaterials.Theeffectivenessofthisstructuredtrainingmethodhasbeenverifiedincross-yearexperiments.Ontheotherhand,Naqbiremindseducatorstopayattentiontobalanceinrealclassrooms(Naqbi,2011).Althoughmindmapscanhelpstudentsquicklyclarifythewritingcontext,initiallyguidingstudentstodrawdetailedmindmapsmayconsumealotofclassroomtime.Shesuggeststhatteachersflexiblyadjustthecomplexityofmindmapsaccordingtostudents’cognitivelevels,suchastransitioningfromsimplesketchestomulti-levelkeywordnetworks,toavoiddeviatingfromteachinggoalsduetoexcessivepursuitofvisualaesthetics.Younis’sresearchfurtherexpandstheapplicationscenariosofmindmaps(Younis,2019).Hefoundthatcombiningfreeassociationbrainstormingwiththehierarchicalorganizationofmindmapscansignificantlyimprovetheefficiencyofwritingideas.Studentsfirstcaptureinspirationfragmentsthroughdivergentthinking,andthenusemindmapstoscreen,classify,andestablishlogicalconnectionsbetweenthesefragments.Thisprocessislike“castinganettocatchfishfirst,thenorganizingthecatch”,makingthepreparationofthinkingbeforewritingmoresystematic.2.4PreviousRelatedStudiesinChinaContinuationwriting,asanimportanttypeofquestiontocultivatestudents’comprehensivelanguageapplicationability,wasfirstproposedbyProfessorWangin2012.Inrecentyears,withtheimplementationofthecollegeentranceexaminationEnglishcontinuationwritingquestiontypeinZhejiangProvince,domesticscholarshavecarriedoutsystematicresearchontheapplicationofmindmapsintheteachingofthisquestiontype,formingaseriesoftheoreticalresultswithpracticalvalue.Bycombingtherelevantliteraturefrom2018to2023,theauthorfoundthattheresearchinthisfieldmainlyfocusesonthemechanismofmindmapsinthreedimensions:improvingstudents’writingability,stimulatinglearningmotivationandoptimizingteachingstrategies.Intermsofcultivatingwritingability,mostscholarshaveconfirmedthepromotingeffectofmindmapsthroughempiricalresearch.Chencomparativeexperimentshowsthatstudentswhosystematicallyusemindmapshavesignificantimprovementsinplotconception,languageexpression,andtextstructure,especiallyinstimulatingwritinginterest(Chen,2023).ThisfindingechoesChenresearchconclusion,whichemphasizesthatmindmapscanhelpstudentsbreakthroughcommonproblemssuchasscatteredcontentandlooselogic,andenhancethesystematicandcreativewritingthroughvisualthinkingprocesses(Chen,2023).Ganproposedfromtheperspectiveofcognitivetheorythatmindmapscaneffectivelystrengthenstudents’languageinputandoutputcoordinationabilitybyestablishingaconnectionnetworkbetweenreadingandwriting,whichprovidesanimportanttheoreticalbasisforsubsequentresearch(Gan,2018).Yinteachingexperimentshowsthatclassroomdesignbasedonmindmapscansignificantlyenhancestudents’writingconfidence,promptingthemtoshiftfrompassivetaskcompletiontoactiveexplorationandcreation(Yin,2022).Chenresearchfurtherpointsoutthatthisteachingmodehelpsstudentsestablishaclearwritingpathbyreducingcognitiveload,therebyalleviatingwritinganxietyandformingavirtuouslearningcycle(Chen,2019).Tianintegratedmindmapsandproblemscaffoldsinopenclassroompractice,andguidedstudentstodeeplydeconstructtextsthroughmultidimensionalanalysismatrices(Tian,2021).Herteachingcasesshowthatthismethodcaneffectivelyimprovethefitbetweencontinuouscontentandtheoriginaltext.Wangusedtheteachingofcollegeentranceexaminationquestionsasanexampletodemonstrateindetailhowtousemindmapstoanalyzethelanguagestyleandcharactercharacteristicsoftext(Wang,2021).3MethodologyThroughliteraturereviewandcurrentstudy,ithasbeenfoundthatfront-lineteachershavealwaysbeencommittedtoexploringmoreeffectiveteachingmethodsinthepracticeofhighschoolEnglishcontinuationteaching.Althoughmindmappingiswidelyusedasacommonteachingstrategy,therearestillsignificantapplicationbottlenecksinclassroomimplementationandstudentlearning.Howtoachievethedeepintegrationofmindmappingandcontinuationteaching,toeffectivelyimprovestudents’writingability,hasbecomeakeyissuethaturgentlyneedstobebrokenthroughinthecurrentteachingreform.BasedontherequirementsofthenewcurriculumstandardforthecoreliteracyoftheEnglishsubject,combinedwiththescoringdimensionsofthepost-readingcontinuationwritingquestionsinthecollegeentranceexamination,thisstudyfocusesonthreecoreissues:1.WhatisthecurrentsituationoftheuseofmindmapsinhighschoolEnglishcontinuationteaching?2.HoweffectiveistheimplementationofamindmappingstrategyinhighschoolEnglishcontinuationwritingteaching?3.WhatareeffectivewaystooptimizetheteachingofmindmapstrategiesinhighschoolEnglishcontinuationwritingclasses?3.2StudyParticipantsThestudyparticipantsselectedforthisstudywere80highschoolEnglishteachersinShuochengDistrict,ShuozhouCity,ShanxiProvince.Amongthe80teachers,the25teachersinthefirstyearofhighschoolfacedstudentswhohadjustcompletedthetransitionfromjuniorhighschooltohighschool,andhadlittlecontactwiththecontinuationwritingquestiontype.Theirlanguageapplicationabilitywasinacriticalperiodoftransformationfrombasicgrammartocomplextextanalysis.The30teachersinthesecondyearofhighschooltaughtstudentswhohadundergoneayearandahalfofsystematictrainingandhadinitiallymasteredtheframeworkofcontinuationwritingstylewriting.The25teachersinthethirdyearofhighschoolfacedstudents,whohadformedarelativelyfixedexpressionparadigmintermsoftextlogicalconnectionandthemesublimation.Theproblemdimensionsdisplayedbythe80teachersfacingdifferentgroupsofstudentsmayvary.Atthesametime,intheinterviewsection,thisstudyselectedtwoteachersfromgradesone,two,andthreeofhighschool,numbered1-6,toensurethattheteachingsituationofdifferentgradescouldbecovered.Therearedifferencesinteachingobjectivesandcontentamongdifferentgrades.Whentheprofessorcontinuationwriting,theteacher’sstrategiesandtypesforconstructingmindmapsmaybedifferent.Andmostoftheteachersofhighschoolsselectedbytheauthorhavematureandrichteachingexperience,whichhelpstheauthortodeeplylearnthecurrenteffectivenessoftheteachingmethodofconstructingmind-mappingstrategiesincontinuationwriting.3.3StudyInstruments3.3.1QuestionnaireAswidelyprovenbymanystudies,questionnairesurveysareoneofthedescriptivemeanswidelyusedinthefieldofeducationalstudytocollectdata.Therefore,theauthordistributedaquestionnairesurveyto80Englishteachers,allofwhichwerepresentedinChinese.Thequestionnairewasusedtoanswerthefirstquestionofthestudy,theadvantagesandpotentialproblemsofusingmindmappingstrategiesinhighschoolEnglishcontinuingwritingteaching.Atthesametime,thecurrentsituationofhighschoolEnglishcontinuingwritingteachingandotherrelatedsituationswereunderstood.Thequestionnairemainlyinvestigatedthreeaspects:thecurrentuseofmindmapsincontinuingwriting,theconstructionstrategyofmindmaps,andtheevaluationandchallengesoftheireffectiveness.Throughquestionnairesurveyanalysis,thedifficultiesencounteredbyteachersinusingthisstrategywereidentified,andthecollecteddatawassummarized.3.3.2InterviewInterviewinghascommonlybeenacceptedas“thebesttechniquetousewhenconductingintensivestudiesofafewchosenindividuals”.Theinterviewmethodismainlyusedtogainadeeperunderstandingofteachers’viewsontheuseofmind-mappingstrategiesincontinuingwriting.ThroughcommunicationwithsixhighschoolEnglishteachersrandomlyselectedfromSeniorOne,Two,andthree(tworandomlyselectedfromeachgrade),theintroductionandoriginalintentionofmindmapping,thedesignandimplementationdetailsofmindmapping,andtheteachingeffectandfeedbackarediscussed.Getadetailedunderstandingoftheperspectivesthatteachersusuallystartwithwhenbuildingamindmapstrategyforcontinuouswriting,suchasthemes,plots,characterrelationships,etc.3.3.3ClassroomObservationClassroomobservationreferstoaneducationalscientificstudymethodinwhichresearchersorobserverscollectdatadirectlyorindirectlyfromclassroomsituationswithaclearpurpose,relyingontheirsensesandrelatedauxiliarytools,andconductcorrespondingstudybasedonthedata.Thisstudyadoptsthismethod,whichismoreconducivetoin-depthclassroomobservationandon-siteobservationofthespecificsituationofconstructingacontinuouswritingmindmapstrategy.Inarealclassroomteachingenvironment,oneobservationpointsisselectedtoobservethestudent’sapplicationsituation.Specifically,whetherstudents’useofmindmapscanbeeffectivelyusedforcontinuedwriting;whetherstudents’attitudestowardsusingmindmapsarepositiveornegative,etc.,andsummarizetheobservations.3.4DataCollectionInthisthesis,onJanuary20,2025,theauthordistributedandcollectedaquestionnaireentitled“StudyontheConstructionofMindMappingStrategiesforHighSchoolEnglishContinuationWriting”from80EnglishteachersinShuochengDistrict,ShuozhouCity.Beforedistributingthequestionnaire,theauthorbrieflyexplainedthestudypurposeandanonymityofthesurvey.Inthisthesis,theauthorconductedinterviewsintheformofsemi-structuredinterviews.Priortotheinterviews,theauthorclearlystatedthattheseinterviewswereonlyforscientificstudyandwereconductedanonymously.SixEnglishteachersfromthesamehighschoolwereinterviewed,andtheauthortranscribedandrecordedtheinterviewcontenttoensurethatkeyinformationwasnotlostandtoretaincompleteinterviewrecordsforfuturesummaryandorganizationwork.4DataAnalysis4.1TheCurrentSituationofConstructingMindMapsinHighSchoolEnglishContinuationWriting4.1.1TheSituationofApplicationofConstructingMindMapsinHighSchoolEnglishContinuationWritingThefirstdimensionincludesQuestion3-7,whichinvestigatetheapplicationstatusofmindmappingstrategiesinhighschoolcontinuationclasses.ThecurrentsituationofhighschoolEnglishteachersapplyingmindmapsincontinuationclassesisanalyzed,asshowninthetablebelow.Table1TheSituationofApplicationofConstructingMindMapsinHighSchoolEnglishContinuationWritingItemsCAAUNDCDNPNPNPNPNPQ31012.5%5062.5%1620%22.5%22.5%Q478.75%3948.75%2632.5%67.5%33.75%Q500%1721.25%3746.25%2328.75%33.75%Q63948.75%2328.75%1316,25%56.25%00%Q72936.25%2227.5%1923.75%810%22.5%(Notes:CA=completelyagree;A=agree;UN=uncertain;D=disagree;CD=completelydisagree;N=number;P=percentage)Regardingtheregularuseofmindmaps(Q3),62.5%ofteachersholdapositiveattitude(eitheragreeorfullyagree),only5%ofteachersexplicitlyopposeit,and20%ofteachersstillholdanuncertainattitude.Thisphenomenonindicatesthatalthoughmostteachershaveinitiallyacceptedmindmapsasateachingtool,theirsystematicapplicationisstilllimitedbyexternalsupportorinsufficientinternalcognition.Regardingtheabilityofstudentstoindependentlyconstructmindmaps(Q4),48.75%ofteachersbelievethatstudentshavethisability,while32.5%areuncertainand11.25%explicitlydenyit.Thisphenomenonmayberelatedtoindividualdifferencesamongstudentsorthecomplexityofmindmaptasks,reflectingtheneedtofurtherbalancetaskdifficultyandguidanceintensityinteachingpractice.Insufficientschoolresourcesupport(Q5)hasbecomeaprominentproblem.Only21.25%ofteachersconfirmedthattheschoolprovidedrelevantresources,while46.25%wereuncertainand32.5%denieditdirectly.Thelackofresourcesmaydirectlyaffecttheteachingeffectofmindmaps,highlightingtheneedforschoolstostrengthentheconstructionofsupportingresources(suchastooltemplates,caselibraries,etc.).Incontrast,theintegrationoflessonplandesign(Q6)performedbetter,with77.5%ofteachersclearlyplanningthemindmapsectioninthelessonplan,andonly6.25%ofteachersholdingopposingopinions.Thiscontradictionindicatesthatalthoughteachersrecognizeitsteachingvalue,externalsupportisstillneededforindependentdesignandimplementation.Thecoverageoftextbookguidance(Q7)furtherreflectsthelimitationsofexternalsupport.Combinedwiththeuncertaintyof20%ofteachersinQ3aboutroutineuse,itcanbeinferredthatduetothelackoftextbookguidance,someteachersmayrelyonindependentdevelopmentorexternalresources,resultinginunevenapplicationmethods.4.1.2TheEffectofApplicationofConstructingMindMapsinHighSchoolEnglishContinuationWritingTheseconddimensionincludesQuestion8-13,whichanalyzethechangesinstudents’continuationwritingabilityafterusingmindmappingstrategies,asshowninthetablebelow.Table2TheEffectofApplicationofConstructingMindMapsinHighSchoolEnglishContinuationWritingItemsCAAUNDCDNPNPNPNPNPQ84353.75%2835%78.75%11.25%11.25%Q94961.25%2430%78.75%00%00%Q102126.25%3645%1417.5%67.5%33.75%Q111923.75%3138.75%1822.5%810%45%Q1278.75%1316.25%2936.25%2025%1113.75%Q131113.75%1518.75%78.75%3645%1113.75%(Notes:CA=completelyagree;A=agree;UN=uncertain;D=disagree;CD=completelydisagree;N=number;P=percentage)Atthelevelsoftextcomprehensionandwritinglogic,thedataindicatethatthemindmappingstrategyenjoysahighlevelofacceptance.88.75%oftheteachers(Q8)believethatthisstrategycansignificantlyenhancestudents’textcomprehensionability,and91.25%oftheteachers(Q9)recognizeitspromotingeffectonwritinglogic.Noteacherholdsanegativeattitude.Thisresultconfirmstheeffectivenessofmindmappinginhelpingstudentsorganizethetextframeworkthroughvisualstructure.Itscorefunctionliesinreducingthecognitiveloadofinformationintegration,therebystrengtheningstudents’abilitytograspthetextcontext.Therearedifferencesinopinionsamongteachersregardingcontentcoherence(Q10)andwritingemotionregulation(Q11).71.25%ofteachersbelievethatstudents’writingcoherencehasimproved,but11.25%areclearlyopposed,and17.5%areunsure.Intermsofreducingwritinganxiety(Q11),62.5%ofteachersapproveofitseffectiveness,but15%holdanegativeattitude,and22.5%areunsure.Thisphenomenonmaybeduetothedifferentcomplexityoftaskdesignorthedifferentadaptabilityofindividualstudents.Forexample,somestudentsmaygainconfidenceduetotheframeworksupportofmindmaps,whileothersmayincreaseanxietyduetothedifficultyofthetask.Feedbackoncriticalthinkingcultivation(Q12)andvocabularyenrichmentimprovement(Q13)indicatesthatmindmappinghaslimitedeffectivenessinachievingthesehigher-levelgoals.Only25%ofteachersbelievethatmindmappinghelpswiththedevelopmentofcriticalthinking(Q12),while38.75%explicitlyopposethisview,and36.25%arestilluncertain.Regardingvocabularyrichness(Q13),32.5%ofteachersobservedpositivechanges,while58.75%heldnegativeattitudes.Theseresultsindicatethatmindmapsfocusmoreontheconstructionoflogicalframeworksandhaveaweakerpromotingeffectondeepanalysisabilityandlanguagedetails.4.1.3TheMethodforConstructingMindMapStrategiesforHighSchoolEnglishContinuationWritingBasedonthedatacollectedfromquestionnairesQ19toQ22andinterviewswithsixhighschoolEnglishteachersofdifferentgrades,theauthorbelievesthatthecoreofthemindmapstrategyconstructedincurrenthighschoolEnglishconti