The Value And Application Research Of Mind Map In Junior Middle School Chinese Teaching

In the 1990 s,as an effective tool for expressing divergent thinking,the mind mapping had developed the infinite potential of the human brain.Afterwards,the mind mapping was introduced into China as a modern teaching method,which had aroused great response in the education field and was widely used in the teaching of various disciplines.Many experts and scholars hold the opinion that mind mapping plays an important role in the subject of learning,especially for thinking stimulation and thinking collection.Later,the mind mapping was used by many educators in the field of subject teaching,and a lot of empirical research had been carried on,which proves that the mind mapping can be used as an auxiliary means of subject teaching.Transforming from the learning method to the teaching method,mind map was mainly applied on science and English and other disciplines.While the theory and practice research of mind mapping in the Chinese teaching of junior middle school is relatively few,how to play auxiliary role in junior high school language teaching and overcome the blindness and randomness during the process.As far as I am concerned,it is necessary that the applied research using mind mapping is conducted in the language teaching of junior middle school,which have important research value.The first part is introduction.It firstly introduces the purposes and significance,then the basis of research,including related concepts of mind mapping,which is summed up from the concept of mind mapping,theoretical basis,elements,features and production,etc.Later,it introduces the related research situations of mind mapping,especially the materials and documents in the aspect of Chinese teaching about mind mapping in the domestic.In the end,it introduces the content and methods of research.The second part connects the teaching situations of Chinese in the middle school and discusses the necessaries of using the teaching of mind mapping,which concludes the theoretical values and practice values of mind mapping in the teaching of Chinese in middle school.Through the application situation of the questionnaire survey thinking map in Chinese teaching of middle school in Nansha district,the third and forth part explore theoretical and practical limitations of thinking map in Chinese teaching of middle school,to prove that the thinking map is an auxiliary means in Chinese teaching of middle school.According to the previous research,the fifth part summarize the type of thinking map an d its type in Chinese teaching of middle school,and put forward the application principles of thinking map in Chinese teaching of middle school.Through examples,the part explores that how to insert the thinking map teaching in Chinese classroom teaching of middle school,which can play an auxiliary role of the thinking map and optimize Chinese teaching of middle school.