The Application Of Mind Map In Chinese Classroom Reading Teaching In Middle Grade Of Primary School

The Chinese course is devoted to improving the students' ability to use the language and characters,to cultivate students' comprehensive literacy,and to lay the foundation for students' all-round development and lifelong development.With the progress of the times and the profound changes in social life,the new era has put forward new requirements for the comprehensive literacy of the people and the quality of personnel training.As a language course for learning the use of the motherland's languages,it also faces a new round of challenges.Reading teaching It also faces higher demands.With the continuous advancement of the new curriculum reform,a series of new teaching concepts,such as communication and interaction,comprehensive development,personalized education,and the development of students' creative thinking,have been deeply rooted in the hearts of the people.Open and diverse teaching methods have also been applied in Chinese teaching accordingly.Mind map,proposed by British educator and psychologist Tony Buzan in the 1960s,as a simple and efficient thinking tool,can make people in the mind invisible thinking process Characterized by a series of visual forms such as words,pictures,lines,etc.,it is a learning tool suitable for the reform and development of the Chinese course to cultivate the creativity and broadness of people's thinking and stimulate people's interest and potential.The rational use of mind maps in elementary school Chinese classroom reading teaching can stimulate students 'interest in learning,fit the characteristics of primary school students'game psychology and unintentional attention,help students clarify the contextual structure of articles,improve their cognitive process,and strengthen Students' memory,understanding and reflection can help build a new and dynamic classroom of communication and cooperation.This study selected the middle school teachers and students of a primary school in Yingkou City,which has used the application of mind mapping in the subject as a research subject.Through questionnaire survey and interview method,they learned about the use of mind mapping in middle school primary school Chinese reading The actual application of the current situation,and through the analysis of course examples to design and choose the strategy of mind mapping in the middle school reading teaching of middle schoolThe main content of the full text is divided into four chapters:The first chapter mainly elaborates the relevant theoretical concepts of mind mapping and the theoretical basis for applying it to the teaching field.Mind map is a kind of structural relationship diagram with pictures and texts,which simulates the radioactive structural characteristics of human brain cells to help people divergent thinking,and has the characteristics of intuition,image and divergence.It can be drawn by computer software or by hand.The radioactive expression of mind maps can intuitively present the way of thinking of the human brain.The combination of graphics and text intentionally mobilizes the work of the whole brain,helping students build meaningful connections between old and new knowledge,and promote learning and memory.The second chapter mainly analyzes the feasibility of the application of mind mapping in the classroom reading teaching of middle school students from the characteristics of Chinese reading teaching in middle school and the cognitive development level of middle school students.The compulsory education stage primary and middle school reading education goals require that reading teaching should focus on cultivating students' innovative spirit and practical ability.Teachers' single model teaching method in the past has been unable to meet the updated teaching goals and students' ability development needs.For middle school students in elementary school,their abstract logical thinking ability is still in the early stages of development,and image thinking still dominates.Therefore,the mind map is a graphic tool that is applied to the middle school reading teaching of middle school.In the middle,it not only meets the requirements of the compulsory education stage for primary and middle school reading teaching,but also provides teachers with a novel teaching method and guarantees the comprehensive development of students.The third chapter investigates and analyzes the actual use of mind mapping in elementary and middle school Chinese classroom reading teaching.Due to the impact of the epidemic,the author has not been able to enter the school to issue the designed questionnaire,mainly through telephone interviews with teachers and students to understand the actual teaching situation,and found that mind maps are used in the reading teaching of middle school Chinese language teaching There are four main problems:teachers 'excessive pursuit of diversified forms,neglect of actual teaching needs,imbalance of interaction between teachers and students,the lack of feedback evaluation of the use of mind maps,and insufficient awareness of students' active application transfer.The main reasons are:teachers lack professional knowledge and application of mind maps,traditional teaching concepts are entrenched,the teaching mode is rigid,there is no unified standard for evaluating students'map works,and students lack the consciousness of active inquiryThe fourth chapter expounds the practical application strategies of mind mapping in the reading teaching of Chinese in middle school.Before the class,teachers need to use mind maps according to the actual teaching needs of the texts,flexibly prepare lessons,optimize teaching design through mind maps,and integrate teaching resources;students can flexibly use mind maps to preview new texts,based on mind maps The text is a simple framework for constructing the context of the text,and the knowledge system of the unit and even the entire volume of books is established.In the classroom,teachers should intentionally use mind maps to stimulate students' interest in learning,maintain students' enthusiasm for learning,and pay attention to the coordinated development of students' ability to use language and thinking and innovative thinking,and guide students to use mind maps to clarify The contextual structure of the article,through the exchange and cooperation between students to train students' thinking ability and expressive ability;students in the class learning,have their own experience and thinking,learn to use thinking Maps to help you remember,to be bold in the drawing of the map,and integrate into personal creation,can not be limited to imitating and have a sense of innovation.After the class,teachers should pay attention to their own teaching reflection,and repeat the teaching process by revising the perfect mind map in the class,discovering their own deficiencies and improving them.In the usual teaching and research activities,teachers should often share the experience of using mind mapping for reading teaching,learn from each other and make progress together;students should learn to use mind mapping to review,not only including the review of the class,but also in Before the exam,the review of a certain knowledge point,a unit,and a book can be completed through a mind map.And after stepping out of the classroom,you must also have a "map awareness",learn to do the same thing,apply the mind map to other subjects in study or life and work,and maximize the value of the mind map.