The Empirical Research Of The Mind Mapping Assisting The Chinese Writing In Primary School

Writing is the expression process of thinking and is embodied language accomplishment comprehensively.Our country has put forward higher requirements on the concepts and methods of primary school Chinese language writing teaching with the continuous deepening of basic education reform hoping to develop students' language ability and train their thinking ability through writing teaching.However,the teacher pay more attention to the training of writing contents and techniques than to cultivate students' writing thinking in the current primary school Chinese language writing teaching,which leads to the problems of not well organized,unclear thinking and poor language logicality in the articles written by students.Therefore,writing teaching needs to find a new way urgently.The mind map,as a tool to stimulate and organize thinking,visualizes people's thinking process and can provide a new direction for primary school Chinese language writing teaching to get out of the bottleneck,and verify the effectiveness of mind map in assisting the teaching of Chinese language writing in primary schools.The study further explores how to organically combine mind map with the teaching of Chinese language writing in primary schools,and the experiment and interview methods are adopted in this research.First,two classes in Grade 4 of T primary school are selected and are divided into experiment group and control group,which is designed for one semester of experiment teaching.At the end of the experiment,five teachers and ten students of different learning levels in the experiment class were selected for interviews.The experimental data and interview results show that there are certain advantages in this new writing teaching method,which can not only improve students' writing ability and respect students' differences,but also highlight "student-centered" and promote the communication among students and teachers and students in the classroom.However,through classroom observation and feedback from interviews with teachers and students,there are also some problems in this new writing teaching method such as teachers' lack of deep understanding of mind mapping,inexperience in application,and students spend toolong time in drawing,inability to finish writing on time,lack of drawing skills,and single in style.For the above problems and combined with the suggestions of front-line teachers and the practical needs of students,it is suggested in the research that teachers and students should improve their awareness of mind map and the integration of writing teaching,focus on guiding students to find the central idea of writing,pay attention to the differences and attach importance on cooperation and communication,and enrich evaluation methods to better integrate mind map and primary school Chinese writing teaching for providing reference for primary school Chinese writing teaching practice based on mind map.