妙用“思维导图”助力高中英语读后续写教学设计

The Effective Use of “Mind Maps” to Enhance High School English Continuation Writing Teaching Instruction Design

摘要: 读是理解性技能、写是表达性技能，读后续写是一项综合了理解性技能和表达性技能的学习任务。在读后续写的实践中，其实最难的不是写作，而是阅读和构思，学生们要么是对阅读一知半解，要么是情节构思不合理，终归还是思维问题，国内外许多学者的理论和实践研究，验证了思维导图在培养学生逻辑思维和发散思维方面的有效性。文章将思维导图具体应用到高中英语读后续写教学活动设计中，有助于实现读后续写教学的整体性以及连贯性，具体表现为以下几个方面：“巧用”思维导图开启文本解读，洞悉写作脉络，推测文本主题；“活用”思维导图梳理故事情节，提取关键信息，预测主要内容；“运用”思维导图归纳语言特点，感知语言特征，润色语言表达。

Abstract: Reading is a comprehension skill, writing is an expression skill, and reading followed by writing is a learning task that integrates both comprehension and expression skills. In the practice of reading followed by writing, the most challenging aspect is not writing itself, but rather reading and conceptualization. Students either have a superficial understanding of the text or struggle with illogical plot development, ultimately stemming from issues with critical thinking. Theoretical and practical research by scholars both domestically and internationally has validated the effectiveness of mind maps in cultivating students’ logical and divergent thinking skills. This paper specifically applies mind maps to the design of high school English reading-based writing teaching activities, which helps achieve the overall coherence of reading-based writing instruction. This is manifested in the following aspects: “Skillfully using” mind maps to interpret texts, discern writing structures, and infer text themes; “Flexibly using” mind maps to organize plot structures, extract key information, and predict main content; “Applying” mind maps to summarize language characteristics, perceive linguistic features, and refine language expression.