Teaching Of Narrative Writing In Junior Middle School Under The Guidance Of Mind MAP

Narrative writing has always been an important part of junior high school composition teaching.In the "compulsory education Chinese curriculum standards" for junior high school writing clearly put forward the "writing narrative articles,express the intention is clear,specific content substantial" requirements.Although narrative writing is not unfamiliar to junior high school students,there are a series of problems in their writing process,among which unclear,not novel,not lofty is an important problem.It is a matter of thinking to go back to the source.Because thinking determines the conception to some extent,thinking can stimulate,enrich,innovate and deepen the conception.There is no good will without good thinking.In this regard,this paper intends to use the basic mode of mind map,through the interpretation of the relationship between mind map and writing conception,to study the specific application strategy of mind map in the teaching of narrative writing conception in junior high school,so as to provide the enlightenment of basic theory and method for the teaching of narrative writing in junior high school.Specific contents include:The introduction mainly discusses the origin,research significance,research status,research ideas and methods of this paper.The first part of the text mainly discusses the problems existing in the teaching of narrative writing in junior high school.The second part mainly discusses the significance of mind map for narrative writing in junior high school,that is,to explain why mind map can be applied in narrative writing,from four aspects: it can inspire,enrich,innovate and deepen the conception.The third part mainly discusses the application of mind map in the teaching of narrative writing in junior high school.This paper discusses the main methods of using mind map in the teaching of narrative writing in junior high school by using mind map to establish the initial conception,use mind map to construct multi-dimensional conception and use mind map to generate profound conception.The fourth part is the case of the application of mind map in the teaching of narrative writing in junior high school.The writing cases without mind map and those with mind map are listed and compared respectively to find out the difference between them and illustrate the effectiveness of the teaching of narrative writing with mind map.Finally,the problems in the case implementation process will be analyzed,and the experience will be summarized to provide reference for future writing teaching.