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Research on Using Mind Maps to Enhance Reading and Writing Skills: A Case Study of the "Working the Land" Reading and Writing Lesson

Author(s)

Xuemin Zhang

Affiliation(s)

School of Foreign Languages, Liaocheng University, Liaocheng, Shandong, China

Abstract

The General High School English Curriculum Standards (2017 Edition, Revised in 2020) outline new objectives for high school English education, emphasizing the cultivation of core competencies in English. Additionally, recent trends in college entrance examination questions indicate a shift toward "less focus on grammar, more on discourse." In this context, students' discourse reading and comprehension skills have gained increasing attention, and how to effectively improve their reading and writing abilities has become a key research topic for educators and researchers. Based on domestic and international educational psychology research and empirical studies, this research explores the role of mind maps in enhancing students' reading and writing skills. Through theoretical analysis and lesson design, it examines how to appropriately use mind maps in reading and writing lessons as an effective tool for discourse analysis and writing.

Keywords

Mind Map; Senior High School; Reading; Writing

References

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