Application Of Mind Mapping In Chinese Literacy Teaching In Primary School

Mind map is a graphical thinking tool invented by British scientist Tony Buzan in1970.It uses brainstorming through themes such as keywords,branch themes,related lines,and keywords.The mindset enhances the user's perception and memory of the problem.Since the invention of the mind map has been applied in various disciplines and fields,it has proven its effectiveness as a powerful thinking tool.Children in primary school are in the golden age of brain development,and the way of cognition of things has not been fully established and stabilized.As a constructive learning tool,mind map not only meets the physiological and cognitive characteristics of children at this stage,but also It is conducive to improving the literacy efficiency and memory of primary school students.It can also stimulate the creativity of learners and construct a model of learning and memory knowledge suitable for their own characteristics.The comparison and analysis of the use of mind maps in the teaching of primary school Chinese literacy with traditional teaching methods has become a topic of considerable practical significance.The first part of this article is an introduction.This part explains the research background of this paper and the purpose and significance of this paper.It also gives a detailed introduction to the research situation of mind map at home and abroad.Later,the related concepts were defined,and finally the research methods of this paper were proposed.The second part of the thesis is the mind map and the feasibility analysis of the literacy teaching in the lower grades of primary school.Firstly,the rationale for the application of mind map to the teaching of Chinese literacy in the lower grades is illustrated.From the theory of brain science,the theory of dual coding and the construction The theory of the theory begins,trying to prove the feasibility of the research topic from the theoretical basis.The third part of this paper is designed for teaching,mainly for the preparation of teaching plans,and ensuring the effectiveness and scientificity of the teaching plan.The fourth part of the thesis is the experimental design.This part mainly designs the content of the experiment.The author divides the experimental class and the control class(each 31 people)by the two classes of 62 people who sampled the sample in the lower grade of a primary school in Harbin.),in which the experimental class uses the mind map to learn the Chinese language class in the primary school,and the traditional class uses the traditional teaching method to learn Chinese characters.This partdescribes and analyzes the experimental purpose,experimental hypothesis,experimental variables and specific experimental operations of this experiment.In the fifth part,the author mainly uses SPSS to analyze the experimental results of the experimental class and the control class,and the literacy scores of each experimental unit are statistically analyzed.In the sixth part,the author compares and analyzes the experimental results of the two classmates and concludes that “the mind map has a significant effect on the primary school Chinese literacy teaching.The students slowly master the use of the mind map during the study,the literacy ability and The effect has been significantly improved.