Research On The Application Of Mind Mapping In Teaching Chinese As A Foreign Language

Mind map is a divergent thinking mode.It uses keywords,colors,lines,and images to process text information and visually display the brain's thinking process.Through this graphic method,our brains are developed effectively and therefore our problem-solving ability is also improved.At present,all disciplines in primary and secondary schools in China have begun to focus on the study of mind map and are trying to use mind map as a tool in class.And the mind map is then found have great contribution to students' memory and enthusiasm.In the field of teaching Chinese as a foreign language,the relative research and application of mind map are still rare.As an important course in teaching Chinese as a foreign language,the comprehensive course lays the foundation for the further study of other courses.From the beginning of the teaching,all teachers of teaching Chinese as a foreign language should help students develop interests,teach students correct methods,and make sure students master Chinese knowledge and related skills.These are goals that each teacher should strive to help students achieve.This paper focuses on the application of mind map in the study of elementary Chinese comprehensive course,in order to provide some new ideas and methods for the teaching design and teaching practice of the comprehensive course.The article includes six parts.The first part introduces the reason of choosing this topic,summarizes the definition of mind map and its theoretical basis,displays the research and application of mind map in the primary comprehensive course by inducting the related domestic and foreign research results,and then summarizes the significance of the research.The second part studies the current use of mind map in teaching Chinese as a foreign language.Firstly,observe the specific use of mind map in teaching Chinese as a foreign language by watching related online teaching videos;Secondly,design and give out questionnaires to primary learners and teachers of teaching Chinese as a foreign language,as well as interview some of them to analyze and summarize the application of mind map in teaching Chinese as a foreign language and the willingness of teachers and students to use them.The third part introduces the production method of mind map in the teaching-preparation stage.The author introduces in detail the specific steps of the hand-painted mind map and the software-produced mind map.Combined with the primary series of textbooks of the HSK Standard Course,the author carries out specific design in terms of the three main modules of the comprehensive course of teaching Chinese as a foreign language,which are vocabulary,grammar,text teaching and review sessions.In the fourth part,the author applies the mind map to the teaching practice of the elementary Chinese comprehensive course,and selects the record and analysis of the 15 thlesson “Nothing else is wrong”in HSK Standard Course 3.The fifth part summarizes the advantages and existing problems of applying mind map in the primary comprehensive course according to the questionnaires targeting students and teachers' after-school reflections,and proposes suggestions for the effective application of mind map in the primary comprehensive course.The sixth part is a conclusion.