A Study Of Chinese Grammar Teaching Based On Mind Mapping

With the development of China's economy and under the influence of "Chines e fever" and "employment crisis" in Korea,the importance of learning Chinese is obvious to all.Over the past decade,the scale of Chinese language teaching in Ko rea has been increasing,and the number of Chinese language learnersin Korea has reached more than 200,000.However,during the internship in Korea,the author f ound that there were some problems in the teacher's teaching method of Chinese g rammars.Korean native Chinese language teachers are good at using the "direct m ethod" to teach,paying more attention to the ability of language communication bu t ignoring the grammatical structure.This direct teaching method may cause the le arners to make a variety of errorsin the use of grammars,resulting in the decline of learners' learning interest and motivation.Grammar teaching is one of the impor tant and effective ways to improve the language ability.Therefore,the author adopt s the way of mind mapping to carry on the grammar teaching.Mind mapping is u sed as a tool to sort out the mind,which can not only be used alone.or but also in combination with a variety of teaching modes.Mind mapping not only allows knowledge to visualize,but also can promote memory,and help learners to learn eff ectively.This study attempts to use the method of mind mapping to carry out grammar teaching,use the case analysis method to show,and use the macro strategy of "t he maximization of learning opportunitiesn to verify the grammar teaching effect of the mind mapping.In this study,the intermediate comprehensive classes of Confu cius Institute at Korea Foreign Languages University is used as a teaching object t o collect information from interviews,questionnaires and teaching cases in a semes ter of teaching practice.It is displayed and analyzed by means of graphs and note s.Through the study,the following results are obtained:first,the mind mapping pl ays the role of teaching holder;second,the mind mapping can create input opport unities;third,the mind mapping can improve the learners' ability of Chinese gram mar;fourth,the mind mapping has the bidirectional feature which could affect bot h teaching and learning processes;fifth,the mind mapping can improve the learner s' interest in Chinese grammar;sixth,the mood mapping can mobilize the learning enthusiasm of learners by combining with a variety of teachings;seventh,the mo od mapping is conducive to the development oflearners' self-learning abilities.This study finds that the mind mapping is helpful for the students in the inter mediate classes of Confucius Institute at the Korea Foreign Studies University,but it also has its own shortcomings.First,it is difficult to draw a comprehensive,effe ctive and scientific mind mapping,teachers need to consider that the contents of th e students need to know and have already known,the teaching contents,and the p racticality of expanded knowledge;second,the effect depends on the individual diff erence,such as personality traits,personal habits,ways of thinking,and the results will exist some limitations;third,the evaluation method is quite single,which is not enough comprehensive,scientific and objective to evaluate the effect of mood mapping.Finally,the author puts forward the prospect of teaching objects,teaching field s,teaching modes and teaching verification.