An Application Of Mind Mapping In Chinese Reading Teaching For The High Grade In Primary Schools

Nowadays,education is in the era of rapid development,and a large amount of information is followed.Reading is an main ways to obtain information,to understand knowledge and to know the world.In basic education stage,the reading teaching of Chinese subject is one of the important content of teaching,the implementation process of reading teaching is the key to cultivate students reading ability.And mind map as a kind of teaching tool to make the tacit knowledge explicit,it can help primary school students sort out their thinking,identify the key information,stimulate the students’ thinking and innovative learning consciousness,improve the reading quality and efficiency effectively.Compared with the students in lower grades,high grade have a certain ability of logical thinking,and using mind map in reading teaching of high grade has some advantages.However,the application and implementation of mind map in the reading teaching of high grade in primary school,what problems exist,and how to use the mind map in the teaching process in the future will be the issues to be discussed in this thesis.Firstly,this study explains the related contents of mind mapping and reading teaching and further explains their relationship.Secondly,on the basis of understanding the relationship between the mind map and reading teaching,this thesis makes a detailed analysis of the importance and feasibility of using the mind map in the teaching of Chinese reading in the upper grades of primary school.Thirdly,through the high grade of Guiyang H primary school classroom observation and teaching video,selected the “deer” exposition and “learn and ask” what two text case analysis,and interview with teachers,according to the observation,the author found that application of mind maps still exist some problems in the Chinese reading teaching in the primary school higher grades.1.The consistency is difficult to grasp the teaching objectives and teaching implementation.2.The students draw a mind map thinking solidification.3.The lack of positive interaction between teachers and students,and between students and students.4.The application of mind mapping is a mere formality.5.The use of mind map in the lack of process evaluation of teaching.In order to solve the above problems,the author analyzes the causes from three aspects: the influence of students’ mindsets,the lack of understanding and application of mind map by teachers and the lack of a good teaching environment.Finally,how to use the mind map in the high grade Chinese reading teaching from the students,teachers and schools put forward some suggestions for implementation: 1.Students: the use of mind mapping for reading to realize self-growth.2.Teacher: the effective application of mind map in reading teaching to promote the professional development.3.School: to improve the quality of teaching and researching activities and training work,to develop professional quality.