Introduction

The introduction contains two parts: the background of the research, and the significance of the research which concludes the theoretical significance and the practical significance.

—Background of the Research

As known to all, China’s intercommunion with any other country is becoming more and more frequent after it joined the World Trade Organization, leading to dramatically increasing demand, from all walks of life, for talents in English and rising requirement of English abilities. A person’s mastery of English has become a necessary quality in 21st century. Thus, it is essential to improve students' ability to use English comprehensively by effective teaching methods in class.

One of the tasks of the English course is to equip students with a basic knowledge of English and listening, speaking, reading and writing skills, and form the comprehensive language application ability. Among them, writing ability is a core skill in English learning, an important means of language output, and an important manifestation of being able to master and use the English language. The general objective of New National English Curriculum Standards for Full-time Compulsory Education formulated and issued by National Ministry of Education is to help students cultivate their comprehensive language application abilities based on the overall development of language skills, language knowledge, emotional attitude, learning strategies and culture consciousness, with their mentality development promoted and humanity knowledge strengthened. English curriculum, during the period of elementary education, consists of courses in compulsory education and high school, setting nine levels on the grounds of English abilities. For primary pupils, when they graduate from primary schools, they must reach Level Two whose specific requirements of writing abilities are following: Students can imitate examples to write sentences; can write simple greetings; can write short titles or descriptions for pictures, objects, etc. according to requirements; can use uppercase and lowercase letters and punctuation marks basically and correctly.

Although New National English Curriculum Standards has set specific requirements of English Writing for primary students, there is a long way to meet them for various reasons in reality.  First of all, from the perspective of primary school writing teaching, the main training is to write small essays. The teaching style is diversified, and there are training methods such as copying and drawing writing; the writing content is also rich, it can come from textbooks or from daily life. The difficulty of writing English increases with the lower grades to the upper grades. Secondly, from the perspective of students, the majority of primary school students' English writing skills are not ideal. Due to the primary school stage, especially in the lower grades, students have less vocabulary, sentence patterns and writing skills, the learning of Chinese native language has also not yet taken shape, and a new language has been added, students' thinking is easy to "chaos." Not only that, some students are not interested in writing, and even have obstacles to writing. Finally, in terms of teachers, some teachers pay insufficient attention to English writing, and teachers' teaching methods can't attract students' interest. In addition, the traditional writing teaching mode: presenting the questions, making demands, specifying the completion, and finally modifying and feedback by the teacher that puts most of the students' English language in a passive state, and even seriously hinders the students' writing enthusiasm and skills.

To summarize, language is both a tool for communication and a tool for thinking. Using Mind Mapping to carry out English writing teaching, it not only meets the characteristics of primary school students' image thinking, but also can effectively attract students' attention, enhances students' thinking ability and improves their writing skills. The divergent characteristics of the Mind Mapping meet the requirements of the new curriculum standard, which is conducive to the improvement of students' ability and thinking. Hence, the adoption of Mind Mapping is beneficial to carrying out New National English Curriculum Standards in terms of language usage.

—Significance of the research

There are two aspects of significance, including theoretical significance and practical significance.

Theoretical Significance:

Initially, the theoretical basis of this research is constructivism, schema theory and brain science theory. This thesis will start from the analysis and interpretation of these three theoretical foundations, and then summarize the value of Mind Mapping to improve the practical application of English writing teaching in primary schools, finally explore the application advantages and shortcomings of Mind Mapping in primary school English writing teaching.

Furthermore, due to the reference of many seniors' arguments, most of them analyze the application of Mind Mapping from the perspective of teachers, so the author hope that the application can be analyzed from the perspective of students. The author also conducted a survey on the students before the internship and at the end of the internship, and analyzed the feedback of the students on this teaching method.

Additionally, on the one hand, the author hopes to put forward the improvement ideas of writing teaching from the theoretical level, enrich the theoretical results of primary school English Mind Mapping teaching, and promote the application of mind mapping to primary school English writing teaching more effectively in the future. On the other hand, the author also hopes to put forward the improvement ideas of writing teaching from the theoretical level, enrich the theoretical results of mind mapping writing teaching, and promote the application of Mind Mapping to primary school English writing teaching more effectively in the future.

To conclude, for practical writing teaching to be implemented efficiently, theoretical guidance is essential.

Practical Significance:

Initially, the author hopes to understand the application situation of Mind Mapping in English writing teaching in primary schools through teaching practice, and to explore its advantages and existing problems in the process of use, so as to carry out targeted advantages and improve the deficiencies.

Furthermore, through the exploration of this research, it is helpful to promote the primary school English teachers to rethink and improve the Mind Mapping teaching, and at the same time further promote the improvement of teachers' teaching efficiency and their professional development. Especially through the application of the Mind Mapping during the internship, the author found that it cannot only help students solve the problems in writing, but also help teachers achieve the goal of writing teaching in the corresponding stage. For example, for students, students can develop the habit of observing things around, can write simple record life and the students' writing emotions are more sincere, etc. For teachers, after learning and mastering the Mind Mapping, teachers can enhance their ability to write their own layouts, strengthen the accumulation of writing materials, and improve their writing skills as a whole. In addition, teachers can build efficient writing classes. These are the biggest feelings gained in practice.

Additionally, the author hope to promote the interest of primary school students in English writing, mobilize their initiative in learning, stimulate their divergent thinking, and strengthen the attraction of Mind Mapping teaching to primary school students, then further improve the effectiveness of Mind Mapping in primary school English writing teaching.

To conclude, from theoretical theory to practical teaching, we can find the strengths and weaknesses of Mind Mapping in the teaching process, which is of great significance in practical teaching in the future.

Literature Review

This chapter aims to present what is Mind Mapping as well as its theoretical foundations and studies abroad and at home. Fully reviewing relevant literature is a requisite for following application and discussions.

—Definition of Mind Mapping

In the 1960s, Tony Buzan, a famous British psychologist and educator, put forward the concept of "Mind Mapping ". Later, with the publication of Use Your Head, it was first introduced to the world and known by people. Mind Mapping is a graphical tool and also a metacognitive tool. Its core definition is to combine logical thinking and image thinking to realize the coordinated development of the left and right brains, and finally form a divergent structure through pictures and lines to present the human thinking process on paper. As Buzan (1993) stated, “Mind Mapping is an expression of radiant thinking.” Therefore, although the Mind Mapping seems simple, it is very in line with the human brain's way of thinking. That is to say, it is simple but effective, and it is a practical thinking tool. It can fully utilize the functions of the left and right brains, thereby enhancing people's thinking ability, stimulating human creativity and opening up the unlimited potential of the human brain.

Based on Buzan's point of view, the author summarized the main characteristics of the Mind Mapping: 1. Start around a central theme; 2. The main body is divergent, that is, the theme is the main one, and the branch is diverged from the central theme to the surroundings; 3. Features of hierarchy and classification; 4. Each branch is connected, that form an interconnected node structure.

From what we had discussed above, it can be seen that Mind Mapping can help active students' English thinking ability. Students in the upper grades of primary school already have a certain vocabulary foundation and language skills. Therefore, in the teaching process, we must first understand and be familiar with the definition of Mind Mapping, and through the clever design of teaching links, expand students' thinking space and stimulate their creative association. What’s more, to make the Mind Mapping become an effective mean to improve primary school students' English writing ability.

— Researches on Mind Mapping at Home

In the domestic teaching research, the author mainly summarizes the teaching situation of the combination of Mind Mapping and English writing education in the past five years.

Yang Jing (2013) tried to apply Mind Mapping to primary school English composition writing. Through the experiments, the Mind Mapping as a teaching strategy can effectively help students to conceive writing ideas and enhance students' writing interest.

Based on the principle of Mind Mapping, Yang Lili (2015) adopts a training method including divergent thinking such as progressive association and associated imagination to help students integrate the language knowledge points they have learned and apply them organically to writing, thus enriching students' writing content and improve their writing skills.

Jing Yan (2016) analyzes the English written expression of the primary school students, tries to use the Mind Mapping as a support to assist the teaching of English writing in primary school, and in this teaching mode, the primary school students' English composition ideas are clearer, the quality of essay has also improved.

Chen Xingyan(2017) combined the Mind Mapping with the writing teaching method with reference to relevant scientific theories. Through the experimental research and comparison of one semester, it was found that the students' writing scores and writing interests were further improved. It also shows that Mind Mapping is a useful writing technique that helps to improve the traditional methods of teaching English writing in primary schools. Also, Li Yuan(2017) used the investigation and experiments methods to explore the feasibility of Mind Mapping to improve the ability of primary school students’ English writing. The experimental results prove that the Mind Mapping helps students reasonably arrange sentences, vocabulary and paragraphs, and optimize the logical relationship between them. Also, this method will increase students' interest and ultimately improve the quality of students' writing. However, because Mind Mapping takes more time than traditional writing,the relevant improvements are needed..

Li Jing (2018) pointed out that in actual teaching, there are often many students who are not interested in writing in English and have fears of difficulty. They often feel that there is nothing to say or even to write because of insufficient vocabulary and confusion. Through the way of Mind Mapping, it can help students to clear their minds and to set up a bracket is an effective way to train writing skills. Moreover, Zhang Yi (2018) analyzes the specific application of Mind Mapping in primary school English writing teaching, and summarizes that Mind Mapping can improve students' writing vocabulary accumulation, comprehension ability, reasonable layout ability, and also cultivate students' innovative consciousness. In addition, Li Lisi (2018) summarizes the use of Mind Mapping for English writing teaching, which can stimulate students' interest in learning, enrich and accumulate writing materials, help students to clear their writing ideas, and cultivate students' innovative ability.

On the whole, English teachers, experts and scholars are still concerned about applying Mind Mapping to English writing teaching. Also, there are still many related researches in China. The research on the combination of English writing teaching and Mind Mapping can be said to be very rich and mature, which has deeper implications for the author and can guide this paper to develop better.

—Theoretical Basis

The theoretical basis of this thesis is mainly the constructivism and brain science theory.

Constructivism:

As Li Weidong (2009) has introduced the famous Swiss psychologist, Piaget, was the founder of the theory of constructivism. Later, after the continuous improvement and development of other scholars, the constructivism was gradually formed.

Constructivism strongly advocates learner-centered learning under the guidance of teachers. It not only pays attention to the cognitive subject of the learner, but also does not neglect the guiding role of the teacher. The core content of the theory can be summarized in one sentence, that is, the student is the center of teaching. Constructivism theory emphasizes that students should actively explore knowledge, not like the traditional teaching, which just lets students put the knowledge given by teachers on their own notebooks. It emphasizes “learning” and “thinking”, and our Mind Mapping needs the support of this theory.

The Mind Mapping is to let students establish new connections between the new knowledge and the previously learned knowledge, and present them through framework or schema, and learn to integrate. In the writing class, in the process of drawing the Mind Mapping, the students enrich their thinking through the exchanges and consultations between teachers, students and students. With the help of teachers and companions, based on the original knowledge, they gradually build their own writing maps. By integrating the old and new knowledge perfectly, step by step, it helps them form a writing framework, which reduces the difficulty of writing and thus improves the writing ability. As（Swain＆Lapkin,1998）said that learners’ language knowledge is acquired by steps not by leaps, being closer to the target language. Forming a constructivist teaching model in teaching provides a great support for the teaching of Mind Mapping.

Brain Science Theory:

The modern brain science research shows that the human brain is divided into the left brain and the right brain. The left brain is in charge of computing, language and logical reasoning and so on, we can call it the thinking brain; and the right brain is responsible for imagination and image thinking, it can also be called created brain. Accordingly, by training people in graphics or images, it has a great effect on the development of the right brain.

However, in traditional teaching, we pay more attention to the cultivation of students' logical thinking, that is, the development of the left brain potential of human beings is emphasized, and the stimulation of the right brain is not enough. As a thinking tool, Mind Mapping not only conforms to the physiological mechanism of brain thinking, but also enables the left and right brains to work together. It will greatly help students to fully develop their thinking, imagination, creativity and other aspects, so that the brain's potential can be fully developed.

In short, in the writing teaching, the teacher can make full use of the Mind Mapping to comprehensively exercise the comprehensive ability of the student's brain, and at the same time increase the interest and confidence of the students. Compared with the traditional teaching method, the Mind Mapping makes the monotonous and boring writing teaching a new vitality, making the learning of students more relaxed and effective.

Application

There are two aspects of the application, the application value of Mind Mapping in English writing teaching will be explained first; and then the teaching procedures in the actual composition teaching will be introduced.

—Application Value of Mind Mapping in English Writing Teaching

According to what we've known, writing is the process of one's thinking, so a clear idea is the key to writing. But how can teachers help students effectively organize their writing ideas?

As New National English Curriculum Standards specifically recommends that in order to adapt to children's cognitive characteristics, for students in primary school, teachers should pay more attention to the use of rich and varied teaching resources, so that the teaching content, form and process are more intuitive and vivid. The Mind Mapping is just a very practical method. The use of Mind Mapping in writing teaching is to graphically describe the knowledge and thinking process, which can help students sort out the writing ideas. Due to the Mind Mapping’s divergent features, it can also activate the students' thinking and expand the students' thinking, thus helping students write English in an accurate and fluent manner.

However, as Yu Hongfen (2016) pointed out, there are some problems in primary school English writing teaching. Firstly, teachers and students do not pay much attention to English writing. In traditional teaching, teachers do not pay much attention to cultivating students' writing ability, and they also neglect to train students' writing ability to some extent, thus many students do not value English writing. Secondly, it is the impact of Language Transfer. In the process of English writing, English is inevitably influenced by the mother tongue, which is the formation of Chinese grammar and thinking patterns. Especially for elementary school students, they just started to learn Chinese and English, so there are many grammatical errors in their writing. Thirdly, there is a lack of suitable writing materials. Some writing content has nothing to do with the actual life of the students, and the students have no inner experience, which leads the students to have no desire to express their English writing experience. In other words, students don't know how to design their writing and how to write.

The application of Mind Mapping helps to solve the problems mentioned above. The application value of the Mind Mapping mentioned by Jing Jiamei (2017) in the teaching of English writing in the upper primary school has the following aspects. Firstly, it is the value of organization and arrangement. Students use Mind Mapping to effectively integrate scattered knowledge points and systematically sort out knowledge according to their own knowledge structure. In the process of drawing the Mind Mapping, the Mind Mapping plays the role of organization and arrangement, which helps to cultivate students' autonomy in learning and improve students' ability to process information. Secondly, it is the value of cooperation and communication. Students can enrich and improve their mind maps by sharing and communicating with other students. This is conducive to the common learning and development of students and fosters students' sense of cooperation. Thirdly, it is the value of summarization and evaluation. Teachers can understand the students' knowledge level and cognition based on the Mind Mapping made by the students, and also can conduct a comprehensive evaluation of the students.

In summary, the application of Mind Mapping to English writing teaching is of great value, therefore, it has a significant impact on practical teaching.

—Teaching Procedures of Mind Mapping in English Writing Teaching of Primary School

The ultimate objective of all of the above is to provide theoretical support for the English writing course of primary schools. Before elaborating on teaching procedures in writing class, this paper proposes three main stages of writing teaching of Mind Mapping on the grounds of previous studies: before writing, while writing and after writing. After that, the author began to carry out classroom teaching, and tried to design the teaching mode of the Mind Mapping writing teaching in combination with the existing textbooks of senior elementary school students. The author hopes to explore the effective teaching mode of writing in the teaching experiment to help students actively construct knowledge.

In the first place, the author introduces the three-step implementation stage of writing teaching:

⑴Before writing: For teachers, it is very important to prepare for a class. To begin with, teachers need to have a comprehensive understanding of the students, for example, to know the extent of their knowledge, and what capabilities students are forming, and to understand the latest development areas of students. At the same time, teachers should delve into the teaching materials in order to facilitate the guidance of writing teaching in combination with the students' own experience. What’s more, teachers should also pay attention to the planned teaching activities around the teaching objectives according to the requirements of the curriculum standards, the content of the teaching materials, the original knowledge and abilities of the students, then harmonize the learning method and the learning process. The specific pre-writing preparations are: firstly, teachers should set the teaching objectives based on the physical and mental development of students, think about the teaching methods in writing teaching, and refine the teaching process; secondly, teachers should use songs, games or brainstorms to activate students' thinking; finally, teachers should pay attention to preparing general teaching equipment and pre-creating the Mind Mapping.

⑵While writing: The specific while-writing steps are: firstly, teachers should introduce writing topics in the corresponding teaching situations, and then expand the knowledge of topics related to students in order to stimulate students' new thinking so that students can form well-written writing steps; secondly, the teacher should carefully guide each student to do the activities of drawing the Mind Mapping; finally, teachers should discuss and help students to modify, improve their Mind Mapping, and help students write according to their own Mind Mapping.

⑶After writing: The specific after-writing works are: firstly, teachers should comment on the student's Mind Mapping and writing content; secondly, the teacher helps students to expand their thinking according to the topic discussion, and then completes the Mind Mapping through the student's personal design or group discussion. Then, the teacher writes and evaluates according to the Mind Mapping, this is actually the process of reflection and summarization between the teacher and the student; finally, the teacher reflects on the teaching based on the goal achievement of the students’ Mind Mapping and the writing result, and students think about where they need to be refined and modified to make their own articles more perfect.

In accordance with the main three stages of writing teaching presented above, the author will use a teaching case to detail how to apply mind maps to writing teaching. Take a specific application as a case，the author will detail how to apply the Mind Mapping in writing class based on a unit named My week of textbook in Grade Five, edited by People’s Education Press.

Teaching Case:

Textbook: Unit 2 My week

Course Type: Writing teaching

Applicable grade: Fifth grade

Topic: My week

Teaching Objectives: Help students learn how to describe their daily activities and courses in a week by writing; develop students' writing skills and encourage them to complete English writing through Mind Mapping; encourage students to share their daily life with family and friends; let students know to make each day lively and interesting is very important.

Activity Forms: Group discussion.

Outcome: Draw a mind map; the group select representatives to show the picture to all class, then the teacher and other groups provide some feedback and suggestions for modification; finally, the teacher guides the students to write according to the Mind Mapping.

Writing teaching procedures:

Step 1: Leading in

Show students a video about the daily life of primary school students. Then ask the whole class how they lived each day, and also share the teacher's daily life, and finally lead them to the topic.

Step 2: Before writing

Activity 1：Brain storm.

At this time, the teacher will show the theme, tell the students to look at the topic “My week”. And then, after the brain storm, ask the volunteer to share his daily life to the whole class.

Design aims: Activate the student's old knowledge, mobilize the student's interest, make the students' writing ideas to be clear, and use brainstorming methods to let students think about the topic “my week”;

Step 3: While writing

Activity 2：Draw the Mind Mapping and build a knowledge framework.

After the discussion between the teacher and the student, the student has mastered the basic content of writing. Then the teacher should drive the students, by questions and answers, and based on the students' answers, constructs the Mind Mapping of the topic “my week” on the blackboard. Especially, the teacher must pay attention to driving the students to work together and think together.

Design aims: Students conceived writing ideas around the topic of “my week”, their thinking has been opened at that time. With the fierce interactive discussions between students and teacher, and the writing task can be completed.

Activity3: Write an article based on your Mind Mapping.

Let the students refer to the Mind Mapping drawn by the teacher, draw their favorite Mind Mappings, and then start writing the first draft according to their own maps.

Design aims: With the help of Mind Mapping, students learn to conceive writing and it can develop students' ability to think in English way. The following is one of student’s writing:

I am a student and I am in Grade 5. I get up at six o'clock every day. I have breakfast at half past six, and go to school at seven o'clock. I have classes from Monday to Saturday. I have an English class on Friday and I have a PE class on Tuesday. I don't have to go to school on Sunday, and I like to go swimming on that day. (Topic: My week)

Step 4: After writing

Activity4: Discuss the article with groups.

The teacher organizes the student into groups to discuss and exchange their works, and then the group select representatives to show the works. Teachers also give corresponding evaluations, which not only enables students to discover advantages, but also improve the disadvantages.

Design aims: Students can build their own knowledge systems through communication with partners and overcome their weaknesses by acquiring others strong points. Also, students can gain confidence in writing, evoke their enthusiasm of writing, and efficiently complete their writing tasks.

Step 5: Homework

Students are asked to write an article on the theme of My Weekend. Let the students draw the Mind Mapping first, it can be drawn in the way the students like, and then write the essay. Students are asked to discuss with the partners in the next essay class and then share their work.

Design aims: Not only to let students experience the fun of drawing Mind Mapping, but also to stimulate students' writing enthusiasm. Moreover, students can form a good habit of conceiving first when writing an essay, forming a clear idea and writing more efficiently.

—Advantages and Disadvantages of Application

On the one hand, with regard to the teaching case above, there are some advantages of the application deserved to be mentioned.

First, in the brainstorming session, teachers encourage students to activate old knowledge around the subject terms and give them enough room for thought development. After the teachers and students jointly thought, discussed, shared ideas and established Mind Mapping, the students' writing ideas were developed. Not only can they share their daily week with the class, but they can also think of what activities they have on a certain day. Also, the student's brain is activated, and they gain an innovative spirit developed from hands-on practice and independent thinking. Second, students' essay content has become enriched, and vocabulary and sentence patterns are also diverse. We found that during the process of drawing the Mind Mapping, the students clarified their own writing ideas. While learning to imitate the teacher's thinking, they also opened up their own writing thinking, then greatly improving the enthusiasm of learning and greatly improving the writing quality, and good writing habits and the ability to think independently also were developed. Third, through group discussions and teacher evaluations, students can learn and appreciate other people's works, learn from each other's strengths, and improve their writing skills. Last but not least, the teacher, the textbook and the students can be organically integrated, which is conducive to creating a democratic and harmonious classroom, making the students become the masters of the classroom, and the teachers are the promoters and helpers of the classroom.

On the other hand, although certain advantages are obvious to be found in this model, there are some noteworthy shortcomings needed presenting.

First, teachers should pay great attention to driving students to work together to get better implementation results, which means that it takes time and energy to prepare some Mind Mapping pre-production and keyword extraction; Second, it is hard to guarantee all students’ writing completion in a large-scale class. As a result, teachers have to shorten communication time or to reduce the guidance time, directly leading to a consequence of poor-quality outcomes or halfhearted writing performance. Third, the drawing of the Mind Mapping takes a long time, and it is difficult for the students to complete the painting independently at the beginning. Last but not least, the pupils just got in touch with the Mind Mapping, it will be difficult for them to some extent. And this will make some students unfamiliar with it in the early stage, which will weaken the students' interest.

Conclusion

Based on the relevant theories of mind mapping, related researches on writing teaching at home and the application of mind map in English writing teaching, this paper draws the following major findings.

Firstly, based on the current situation of primary school English writing teaching, the application value of mind map is summarized, and the significance of applying mind map to primary school English writing teaching is put forward.

Secondly, according to the actual teaching cases, the advantages and disadvantages of the mind map applied to writing teaching are found out, and relevant improvement suggestions are put forward.

In addition, in order to explore the implementation effect of the practice, the teacher noted how the students react when using mind map, and it was found that after the implementation of the mind map writing teaching, most students would prefer teachers to use the mind map for writing teaching. We can also see that most students can accept a new memory method to help students write. It can cultivate students' divergent thinking and help students to construct a writing framework, and can mobilize students' interest and enhance their writing ability.

However, it should also be noted that there are certain deficiencies in the use of mind maps for teaching. For example, students find it difficult to draw mind maps. Therefore, teachers should take effective solutions according to the actual situation. For example, most students think that the most important thing is the encouragement and guidance of teachers.

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