Acknowledgements
Abstract
摘要
Table of Contents
List of Figures and Tables
List of Abbreviations
Chapter One Introduction
1.1 Background of the research
1.2 Significance and purpose of the study
1.3 Layout of the thesis
Chapter Two Literature Review
2.1 Key terms in this study
2.1.1 Mind mapping
2.1.2 English writing
2.1.3 Mind mapping writing teaching mode
2.2 Theoretical foundations
2.2.1 Schema theory
2.2.2 Constructivism theory
2.2.3 Knowledge visualization
2.3 Related studies at home and abroad
2.3.1 Related studies abroad
2.3.2 Related studies at home
2.4 Comments on the previous studies
Chapter Three Methodology
3.1 Research questions
3.2 Research designs
3.2.1 Quantitative research design
3.2.2 Qualitative research design
Chapter Four Results and Discussion
4.1 Effects on senior high school students’ writing proficiency on the whole
4.2 Effects on senior high school students’ writing proficiency in terms of organization,content and language
4.2.1 Effects on senior high school students’ writing proficiency in terms of organization
4.2.2 Effects on senior high school students’ writing proficiency in terms of content
4.2.3 Effects on senior high school students’ writing proficiency in terms of language
4.3 Students’ attitudes toward mind mapping writing teaching mode
4.3.1 Positive attitudes toward mind mapping writing teaching mode
4.3.2 Negative attitudes toward mind mapping writing teaching mode
Chapter Five Conclusion
5.1 Major findings
5.2 Pedagogical implications
5.3 Limitations of the study
5.4 Suggestions for future studies
References
Appendixes
声明