The Application Of Mind Map In The Prose Reading Teaching In Junior Middle School

As a tool to stimulate and organize thinking,mind map is widely used in various disciplines,but it is not deep enough in the field of philology teaching.For a long time,teachers and students are lack of understanding of prose,so teaching is often lack of logic,and the effect is not good.In order to improve efficiency,this paper introduces mind map into prose teaching.Combining the characteristics of prose and previous experience,we design the path and methods of application,and give the different cases for teachers' reference.This paper is mainly divided into four parts:The first chapter analyzes the basis and current situation of mind map in prose teaching in junior middle school,and demonstrates the feasibility and necessity of mind map in prose teaching.On the one hand,the application of mind map has a solid theoretical basis.The theory of brain science is the basis of physiology,the theory of cognitive load is the basis of psychology,and the core requirement of philology is the basis of curriculum standard.On the other hand,according to the investigation,there are some problems in the application of mind map.Three major problems are not enough attention,less frequency of use and improper methods.There are three main reasons for the problems:first,teachers and students do not know enough about prose;second,they lack of professional training;they do not find a suitable way to use mind map into prose.The second chapter introduces the path of application,explains the operation steps in detail,and provides application cases about the proses of writing people's records,scenery objects and philosophy.Before class,teachers need to determine the teaching objectives and process,and students need to preview the prose pertinently;in class,teachers need to closely follow the objectives for teaching,and students should take notes around the content;after class,teachers should reflect on the teaching design,and students need to review and summarize the content.The third chapter summarizes the methods,mainly including scaffolding teaching method,situational teaching method and structural teaching method.There are four instructions of scaffolding teaching method:presenting problem scaffolding mind map to promote thinking;using background scaffolding mind map to expand vision;using contrast scaffolding mind map to grasp characteristics;building example scaffolding mind map to realize migration.There are four instructions of situational teaching method:introducing mind map to create situation;beautifying mind map to render situation;reading mind map to contain situation;expanding mind map to develop situation.There are three instructions of structural teaching method:using double line structural mind map to grasp the level of the article;combing parallel structural mind map to grasp the main points of the content;clarifying linear structural mind map to grasp the context of the writing.The fourth chapter analyzes the effect,and reflects on the problems existing in the application.After practice,students' interest in reading prose,the ability to integrate prose content and ability to appreciate prose have been significantly improved.However,teachers should pay attention to three major problems in the application:first,recognize the limitations of mind map;second,play a role in teachers'guidance;third,establish flexible and clear evaluation criteria.All in all,the application is desirable,but the good effect depends on mastering the unique path and methods.Therefore,using mind map flexibly is the key.The form of mind map is not the ultimate goal of teaching itself.It is the goal to make full use of the advantages of mind map to achieve efficient teaching.The application is still a long way to go,and it needs the joint efforts of teachers and students.