A Comparative Study Of Teaching Strategies Between Concept Map And Abstract In Thematic Reading Mode

Chinese language learning is a core course for elementary education.It is-a tool for learning other subjects,and also an important means for students to read,write,and socially practice.Reading,which is an indispensable ability in learning language,undertakes the main contents of Chinese courses in elementary schools.Reading complements writing,and therefore reading and writing abilities affect each other.Besides,reading also affects how students' learn language and other disciplines.Our country has put forward specific requirements for students' reading goals:each student needs to have a higher level of reading comprehension.Given that the current era is developing rapidly,it is more necessary for students to read a lot,to improve the quality of reading and writing,and to have higher learning efficiency.In this thesis,the author has designed a teaching experiment of two reading strategies(concept maps and summarization)on a theme-based reading model to cultivate students' reading comprehension ability and writing ability.In order to help students adopt better strategies for learning,to develop the consciousness and initiative of using reading strategies,to change students' reading learning habits for a long time,and to improve reading learning efficiency and writing quality,the main purpose of this thesis is to conduct an experiment to explore the impact of the two reading strategies on students' reading comprehension and writing quality.By doing so,we may understand the reasons by comparing the differences between the concept maps and summarization.In the experiment,the students first read the text of the same theme,and then took a reading ability test Then,the experimental group constructed concept maps and the control group wrote summaries.At last,the two groups of students wrote essays about the theme.The theme-based reading model was used to increase the completeness and interest of reading,while the similarity between thematic writing and text was compared to explore the degree to students' text application.The research results indicated that both concept maps and summarization could improve students' reading comprehension and writing quality.Concept maps might affect reading comprehension faster than summarization,which takes longer time to have the same effect.Concept maps were better than summarization in terms of content and language of student' writing.Compared with the summarization,concept maps could deepen students' impression of the text,promote their memory development and construct the knowledge framework.These results may help students use reading strategies,develop reading and learning habits,and improve writing.This research may also help teachers to adopt more appropriate reading strategies in Chinese to help students read and write.For educators,this research may facilitate the innovation of Chinese language teaching methods,the development of related study,the improvement of the experiment the development of Chinese language education in reading and writing instruction for elementary school.