Study Of Mind Mapping Application In Vocabulary Teaching In TCSL

In the 1960s,mind mapping emerged in front of the public as a new learning tool,and in the following decades,it was gradually applied to all walks of life,bringing efficiency and convenience to people's life.In the teaching of Chinese as a foreign language,vocabulary teaching is paid much attention by educators.In order to provide new teaching ideas for Chinese language teachers and promote effective learning of Chinese vocabulary,this paper will use mind map to explores the feasibility and application mode of applying it to Chinese vocabulary teaching based on the analysis of relevant theories.The research object of this study is the junior comprehensive class of Chinese language department of Slavonic University(Russia,Tajik),and the teaching materials are the development of Chinese primary comprehensive?and the development of Chinese primary comprehensive ?.In the research practice,the author has carried out the application of teaching strategies and the content classification design of Chinese vocabulary mind map based on using classroom practice cases to show how to take advantage of mind mapping to assist Chinese vocabulary teaching.This paper collects data by means of interviews,classroom observation and other research methods,and obtains teachers' and students' acceptance and recognition of the application of mind mapping in Chinese vocabulary teaching.The paper comes to the following three conclusions: First of all,it is feasible to apply mind mapping to Chinese vocabulary teaching.Secondly,mind mapping can make learners change from receptive learning to inquiry-based learning.Thirdly,mind mapping is helpful to improve the thinking ability of Chinese learners and expand the breadth and depth of their thinking.Fourthly,as an auxiliary tool of Chinese teaching,mind map is helpful to improve the interest of Chinese learners and stimulate their learning motivation.