Application Of Mind Mapping In The Teaching Of Current Review Writing In Senior High School

The new curriculum standard of Chinese for senior middle school(2017 edition)clearly points out that "pay attention to observe social life,enrich life experience,consciously accumulate writing materials,widely collect materials,try to write multiple texts according to the needs of expression and genre requirements,and communicate with each other." The introduction of current review writing into senior high school composition teaching can better guide students to observe social life,enrich life experience and improve their understanding level.In recent years,the composition proposition of college entrance examination is more and more close to social life.Especially the task-driven writing mode requires students to have a certain ability to comment on current events.Therefore,the composition of current reviews has become an important part of composition teaching in senior high school.Many experts and scholars have also done a lot of research on this,but as far as the writing teaching of commentary in senior high school is concerned,there are different degrees of problems in the selection of teaching content,the development of teaching activities and the construction of teaching scaffolds.In view of this situation,the author introduces mind mapping on the basis of learning relevant theories,focuses on the construction of high school commentary writing support,and explores effective teaching strategies of high school commentary writing,so as to improve the efficiency of commentary writing.The author investigates and reflects on the current situation of current commentary writing teaching,and puts forward measures to guide argumentative writing by mind mapping and actively practices it.The full text is elaborated from the following four parts:The first part: the current situation and analysis of writing teaching in senior high school.This part investigates and reflects on the current situation of current comment writing teaching from the perspective of students and teachers through questionnaire survey.On this basis,the feasibility of applying mind map to senior high school comment writing teaching is analyzed.The second part: Mind Mapping and the teaching of current commentary writing in senior high school.This part,in the form of questionnaires and interviews,analyses the cognitive status of students and teachers on mind maps,and introduces the theoretical basis of the application of mind maps in the teaching of high school essay writing.On this basis,the following research is carried out.The third part: The construction of the teaching framework of senior high school commentary writing based on mind mapping theory.In this part,mind mapping is introduced into the teachingpractice of current review writing.By analyzing the application value of mind mapping in the purpose,layout and demonstration analysis of current review writing,the relevant implementation scheme of mind mapping guiding current review writing teaching is designed.Part ?: Analysis of the effect of mind mapping in the teaching of commentary writing in senior high school.This part is a reflection of this study,and explores the value,problems and reasons of the application of mind mapping in senior high school essay writing teaching,and puts forward solutions on this basis.Through discussion,this paper elaborates on the teaching practice of mind mapping and time review writing,and focuses on the construction of the teaching framework of time review writing in senior high school from three aspects: the idea of topic review,the layout of the paper and the analysis of demonstration,so as to provide some reference and help for the effective strategies of time review writing teaching in senior high school,and then improve the students' time review writing ability.