The Application Research Of Mind Map In The Teaching Of Chinese Reading In Primary Schools

The new curriculum reform advocates a new conception of teaching concerning integrated development,communication and interaction,opening and production,which is aimed at help students participate in their classroom actively instead of absorbing passively.And Mind Mapping in line with new curriculum concept is just a good tool that is aimed at arouse students’learning interest.The conception of Mind Mapping was put forward by Tony Buzan,a British psychologist and educator.As a simple and effective tool of thinking,it can help students to represent the process of thinking cognition in visual form.The rational use of features and advantages of mind mapping in reading teaching is conducive to motivating the enthusiasms of students,sorting out ideas,improving their cognitive structure,promoting the divergence and migration of knowledge,and achieving the teaching objectives more easily in the cooperation interaction between teachers and students.However,what problems have emerged when teachers used Mind Mapping in Chinese reading teaching in primary school?The author selected the students and teachers in all grades of one primary school in Suzhou which has taken the application of mind mapping in the discipline as a research subject and researched mainly through the methods of questionnaire survey,interview and observation.Through the investigation,the author found that there were some problems in the application of Mind Mapping in Chinese reading teaching in primary school.First,teachers had a shallow understanding of Mind Mapping and lacked operational skills.Second,the teachers drew works of Mind Mapping frequently,and neglected the operation of students.Third,the functional development and migration of Mind Mapping were not complete.Then,on the basis of analyzing the problems,the author discussed the causes of these problems,including five aspects,such as schools,teachers,students,parents,and Mind Mapping.Finally,aiming at these problems and the causes of the problem,the author provided four aspects of strategies for improvement,including strengthening the theoretical training of teachers,guiding students to learn theoretical knowledge and train skills,developing teaching model and optimizing teaching design,promoting the family and the school to guide students together,so that it could promote the Chinese reading teaching in Primary School.