| Along with the continuous deepening of the reform of middle school Chinese curriculum and the development of modern Chinese reading teaching process met the students to read the reading on the low side,utilitarian,reading real challenges such as fragmentation of reading systematic and holistic didn't get enough attention,for the formation of students' reading habits and thinking quality awareness is not high also.In this regard,the whole book reading as an important concept to deal with and solve the problem is gradually integrated into our view.Revision of the 2014,high school Chinese course standard puts forward the concept of "Chinese core literacy",set 15 group of learning task,the task group 2 for "the whole book reading and discussion",read the whole book as teaching goal task appears in the formal requirements.In September 2017,the textbooks for the unified use of Chinese language in junior middle schools are published,and the whole book is highlighted in the textbook.At this point,the whole book is in the Chinese teaching practice of middle school high school and junior middle school,and as it gets more and more attention,the theory and practice research is more and more.However,from the perspective of the actual situation of Chinese teaching,the implementation and promotion of the whole book is not optimistic,and the whole book is faced with difficulties and challenges.In this paper,we try to take the mind map,which is known as "Swiss army knife",in the world,and apply it to the whole book.Firstly,the three functional memory functions,analysis function and associative transfer function of mind map are analyzed,and the usage and teaching value in Chinese teaching are analyzed.Second,focus on MMOST organic mind map reading,"refactoring","literary elements" mind maps mind mapping in the practical application of the whole book reading teaching situation,try to use the three mind mapping technology to solve the junior middle school language reading teaching entire book before class,class and after class specific problems,namely: how to read a book in front of the entire book reading teaching efficiency,teachers how to determine the whole book reading lesson proper teaching and goals.How to improve students' thinking and aesthetic quality in the whole book reading teaching topic analysis process;How do students review the whole book? How do teachers evaluate the quality of the whole book? Thirdly,this paper makes a preliminary summary of the reading teaching of the whole book in junior middle school,and puts forward some positive Suggestions.The first chapter is the introduction.The second chapter carries out the concept,connotation,requirements and theoretical analysis of the key words "mind map" and "reading teaching of the whole book of junior high school".The third chapter,four,five from the design background,design intent,practical application,effect evaluation and enlightenment and reflection Angle,etc.,in the process of the author in the book reading teaching practice exploration using the three mind mapping technology has carried on the key discussion research,efforts to form their own systematic thinking and practice;The sixth chapter is the conclusion and suggestion.All in all,this article through to mind mapping technology and the whole book of the reading teaching of combining the theory and practice research and analysis,find and sums up the mind map is applied to the junior middle school language advantages and disadvantages of the whole book reading teaching,Suggestions are accepted and want to mind mapping technology can better,by learning,by applying,making it play a more important in the whole book reading teaching value and active role,to improve the level of Chinese language teaching in junior high school and junior high school students language ability to make a greater contribution!... |
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