请对论文第三部分进行综合评价，从以下方面来进行评价，并指出不足之处：与本专业培养目标和毕业要求的契合程度：选题属于本学科专业研究方向，符合本专业培养目标要求，与本专业毕业要求紧密相关。理论意义或实践应用价值：选题能够对本专业的某一问题进行理论分析，并有一定拓展和深化。选题关注实际问题，具有一定的应用参考价值。文字表达：论点表述明确，文字表达与文体协调，概念准确，理论运用恰当，论述语言严谨，条理清晰。论文格式符合要求，中外文用词准确、语法规范、语言通顺。论文写作过程合乎规范，相关过程材料完整。论文字数符合相关规定的要求。3 A case study: junior high writing-after-reading lesson
This part is about background information of the study and specific
teaching case and corresponding analysis. 3.1 Background information
Research participants: a parallel class of grade 2 of Yueyang No.19
Middle School. Research methods: the first one is questionnaire. The same
questionnaire is distributed to 50 students in this class and 50 valid
questionnaires are returned before and after the research. The second one is
observation. Research material: the text is selected from the reading part of unit 1
of Grade 8(People’s Education Press). It is a typical travel diary and a
narrative. It has prominent writing style features, rich contents and
representative expressions, which is suitable for students to do imitative
writing. 3.2 Teaching case and analysis
Teaching steps are as follows:
(1) In the first step, the teacher asks the students to brainstorm and
name many domestic and foreign tourist places and their scenic spots, special activities, food and so on in the form of mind-map.Mind-Map’s divergent nature makes it possible for students to list
ideas as many as they can think of, which helps to arouse their interest. The
central node presenting the central idea also helps to introduce the topic of
this class. (2) In the second step, the teacher helps students grasp the writing
style of travel diary by asking questions. After discussing the answer, the
teacher lets students integrate the information by drawing a mind-map.Since mind-map enables users to extract and organize key information, so this mind-map is used to clarify and present the link between readingand writing tasks in different aspects clearly to ensure that the imitation is
finished successfully, functioning as a writing guidance and criteria in next
steps.(3) In the third step, by asking students to complete the mind-map
with small pictures as hints, the teacher leads students to read the main
body carefully. After that, the teacher leads students to sum up the specific
contents that could be imitated.Mind-Map can help simplify the complexity by requiring users to
complete it with concise expressions, usually phrases, which are concluded
from large amounts of information, so it is applied to sort out relevant
information in this step to inspire students about what can be written in
their own travel diary. Pictures are used as hints to reduce the task difficulty, making it more acceptable for every student, and they also presents one
characteristic of mind-map, which is adding illustrations. (4) In the fourth step, the teacher asks students to mark the relevant
and useful expressions in the reading materials to make a preliminary
accumulation and prepare for the imitation of the language expression. (5) In the fifth step, the teacher asks students to assume the assigned
roles in group discussion to draw a mind-map together which includes the
writing framework and relevant expressions as many as possible. Theteacher suggests students to design personalized and exquisite mind-maps
with creativity. Mind-Map is hierarchical and divergent in its contents, and its
mobility lets users add or delete information, which leaves spaces for
exchange and compromise of ideas. Students can use it as a tool to record
ideas and language as many as possible during group work, and at the same
time, they can do a self-evaluation to realize how well they have learned in
vocabulary and expressions about travel. Given opportunity to create their
own mind-maps, students strengthen their competence to design it. (6) In the sixth step, the teacher shows the mind-map of each group
through projection, makes comments and encourages mutual comments. Finally, the teacher presents a more complete mind-map to expand the
students’ expressions.The mind-map makes tacit thinking process explicit for carrying outthinking collision and communication, which promotes the interaction in
class and the evaluation involving more subjects. (7) In the seventh step, the teacher asks students to start the writing
based on the mind-maps they have drawn before. The teacher walks back
and forth in the classroom to offer help and observes the drawing process
of students’ mind-maps for process evaluation. In this step, mind-map helps to organize thinking to make writing
more logical and monitor the writing process in case that students’ writing
contents are far away from the requirements. It also provides concrete and
useful expression ， which also enables students to acquire knowledge
through usage. (8) In the eighth step, the teacher asks the students to exchange their
writings in the group and do peer-editing. Then the teacher invites several
students to share their compositions and makes some comments, after
which the teacher calls on students to experience more by traveling more
and learn to respect the diversity of places and cultures. (9) In the ninth step, the teacher asks the students to imitate other
types of diaries after reading them. Students are required to draw
mind-maps used as an outline before writing and then hand in them. What’s more, the teaching effects can be illustrated by the results of
the questionnaire and the analysis are as follows:
(1) Comparison of reading ability before and after the experiment:
Table 1. Data about changes of students’ reading ability
Questions Tests A(entirely
agree)
B(almost
agree)
C(not
sure)
D(almost
disagree)
E(entirely
disagree)
1 Before 13.5% 15.2% 20.9% 29.1%
21.3%
29.5% 24.3% 18.3% 15.6%
14.7%
After
2 Before 21.7% 25.2% 6.1% 32.6%
14.4%
38.3% 33.7% 2.1% 19.5%3 Before 10.3% 18.4% 25.3% 35.2%
10.8%
29.7% 19.5% 21.4% 19.6%
9.8%
After
According to the answers to question 1, the proportion of students
who are able to reading purposefully according to the requirements of the
writing after the experiment increase by 25.1%, which illustrates that the
design requirements of mind-map remind students of sorting out the
targeted information for writing rather than reading without purposes. Also, the proportion of the students who are able to use key words to summarize
the general idea and clarify the logical organization of the article also
significantly improve after the experiment, which indicates that the
application of mind-map improves students’ ability to understand and
analyze reading materials effectively. (2) Comparison of writing ability before and after the experiment:
Table 2. Data about changes of students’ writing ability
Questions Tests A(entirely
agree)
B(almost
agree)
C(not
sure)
D(almost
disagree)
E(entirely
disagree)
4 Before 10.8% 24.4% 25.6% 28.7%
10.5%
23.5% 46.3% 10.9% 13.7%
8.6%
After
5 Before 19.9% 15.7% 10.8% 36.2%
17.4%
31.0% 36.7% 14.9% 7.4%
9.0%
After
6 Before 16.3% 25.8% 4.7% 33.4%
19.8%
23.1% 38.5% 12.1% 16.4%
9.9%
After
7 Before 9.7% 14.8% 15.2% 36.9%
23.4%
13.5% 42.3% 14.1% 15.3%
14.8%
After
Before the experiment, 35.2% of the students have problems in basing
their writing on reading content closely, but after the experiment, only22.3% of the students still have problems in this aspect. Besides, according
to the answers to question 5, the proportion of students who have problems
in building a writing framework to write logically decreases by 37.2%. What’s more, according to the answers to question 6 and 7, the proportion
of students who have problems relating to learned language while writing
also decreases by 26.9% and more students have cultivated awareness of
learning from idea exchanges. These results all illustrate that the
application of mind-map helps to monitor the writing process, enhance
logical thinking, promote knowledge recall and transfer, and expand
writing ideas
(3) Comparison of students’ evaluation on mind-map
Table 3. Data about students’ evaluation on mind-map
Questions Tests A(entirely
agree)
B(almost
agree)
C(not
Sure)
D(almost
disagree)
E(entirely
disagree)
8 Before 20.1% 28.9% 11.1% 26.2% 13.7%
22.4% 46.3% 6.1% 14.4% 9.8% After
9 Before 15.2% 16.3% 45.8% 13.3% 10.4%
39.3% 34.4% 10.3% 9.4% 6.6% After
10 Before 18.2% 10.6% 37.1% 20.9% 13.2%
23.6% 30.4% 22.3% 18.4% 5.3% After
11 Before 16.1% 15.4% 29.6% 23.3% 15.6%
24.9% 35.7% 15.8% 15.2% 8.4% After
68.7% of the students show their preference for designing mind-map
in groups or by themselves, which indicates that the students are more
active and involved in class applicating the mind-map. 73.7% of the
students believe that mind-map promotes interaction and makes the
classroom atmosphere easy. Half of the students believe that the application
of mind-map in various class activities works better than other methods in
arousing their learning interests. 60.6% of the students will continue to use
mind-map to complete tasks of writing-after-reading in their later learning. These results prove that the teaching method has a good response from
students and can continuously promote students’ learning ability.From this teaching experiment, three teaching enlightenments can be
concluded. (1)Apply the mind-map throughout the teaching process
In teaching plans, the multiple functions of the mind-map should be
reflected through the whole teaching process in the form of different
activities so that students can firmly grasp the roles of mind-map through
long-time contact, cultivate their ability to analyze, design, apply it in tasks
of writing-after-reading consciously and correctly. (2)Allocate the teaching time reasonably
When mind-map is applied, students need to finish the drawing of
mind-map, discussion and writing in limited 45 minutes, so time is very
compact, some students can’t keep up with teachers. Actually, the time
required by completing a mind-map varies with students’ thinking agility, reading ability, knowledge reserve and other aspects. In order to follow the
lesson plan and make the mind-map always play the role of a tool, teachers
need to coordinate the time of class activities and focus on improving
students’ ability to finish the task of writing-after-reading in time. (3) Pay attention to the evaluation of students’ mind maps
As a direct reflection of students’ thinking process, mind-map can
reflect students’ learning ability and personality, thus the evaluation of
students’ mind-map has its own value. What’s more, teachers’ encouragement and guidance through evaluation help to enhance students’
learning motivation, improve classroom participation and push students’
further exploration of mind-map. Therefore, the evaluation criteria for
mind maps should also be refined and diversified, which should include
such things as the completeness of morphological features, the conciseness
and accuracy of language, the learning quality reflected in the process of
modification and so on, so that students can have a clear idea about how
well they have mastered mind-map and what aspects should be improved.