Research On The Application Of Mind Mapping In Junior High School Composition Teaching

Writing ability is the most concentrated expression of language ability. The full time compulsory education Chinese curriculum standard points out that "writing is an important way to express and communicate with language." Therefore, it is an important task to improve the students' writing level. Through the literature reading and a semester of educational practice and research, the author found that there are many problems in the writing of junior middle school students, such as the article is not clear, logical thinking,etc.. In the introduction and guidance of teachers, I found that the mind mapping can be used as a tool to help junior high school students solve these problems.The mind map theory, the integrated use of literature analysis, survey research,comparative method and so on, how to use mind mapping to the junior high school writing teaching in-depth discussion.The full text is divided into four parts:The introduction describes the origin of the study, research status, research content and research ideas and methods, and discusses the necessity of the research on the teaching of the composition of the mind map.Chapter one: the theory of mind mapping and its significance for junior high school writing teaching. In this chapter, the theory of mind mapping is systematically introduced,and the problems in the writing of junior high school students in the perspective of mind mapping theory are investigated.The second chapter is the application of mind mapping in the teaching of narrative writing in junior high school. This chapter according to the narrative of the writing process,discusses the topic, conception, selection and layout etc. How to use mind mapping to help students learn to narrative.The third chapter is the application of mind map in the teaching of argurientative writing in junior high school. In this chapter, we discuss how to use the mind map to assist the students' Argumentative Writing in two aspects, such as how to make the argumentation more clear and reasonable.The fourth chapter is teaching practice analysis and conclusions. This chapter focuses on the application of mind map in narrative and argumentative teaching were tested, and the experimental results are analyzed and reflection.After the analysis and Reflection on the effect of teaching practice, I think that the mind mapping tool can play a considerable role in promoting the junior high school students to write a good narrative and argumentative essays. Students by drawing a mind map can enhance their interest in writing, writing content to find suitable, also can help them complete the material conception and layout in the process of writing work.