Application Of Mind Mapping In The Teaching Of "Reading To Promote Writing" In Primary Schools

Writing is an important way to communicate with words.It is a process of knowing the world,knowing yourself,and creative expression.Writing ability is a reflection of students' Chinese literacy.When writing,students must not only have the ability to use the language flexibly,but also have the ability to seek text layout.The complex internal requirements of writing make it difficult for students to learn and teachers to teach.Throughout the current Chinese language teaching,especially in the middle and high grades of primary schools,Students have great difficulty writing.The current status of writing.Therefore,it is of vital importance to improve the concept training before writing and cultivate the students' ability to write ideas.In view of the fact that most of the current composition teaching adopts model teaching,there is no systematic and reasonable composition teaching method.This article attempts to use mind mapping as a teaching tool,applied to primary school composition teaching,connect reading and writing teaching,and verify whether it can Improve the students' writing and conception skills in terms of layout and writing structure,and provide valuable reference for teachers' teaching.This article uses the literature research method,interview method,action research method and questionnaire survey method.First,it identifies the relevant concepts of the mind mapping and sorts out the existing research results of the mind map.Secondly,based on the theoretical basis of mind mapping,it explains that there is a common psychological mechanism in reading and writing.Mind mapping can be applied to the "promoting writing by reading" teaching,to form a teaching process,and targeted in writing teaching of different genres.Implementation.This article selects students in the fourth grade(8)(9)class of Chengdu Normal Primary School as the research object,and uses the mind mapping in the experimental class(8)to teach composition by "reading to promote writing",and uses the traditional writing teaching in contrast to the class.In the course of action research,the students in the experimental and control classes were tested before and after.After 4 months of experimental teaching,the experimental data finally obtained showed that after using the mind mapping,the students in the experimental class were more efficient in writing The layout ability has been significantly improved,indicating that students learn reading materials with the help of mind mapping.Mind mapping express text knowledge in the form of pictures,and then graft the writing process is active and effective.In particular,some students who have a poor composition foundation,after acquiring the mind mapping framework have prominent composition themes and clearer writing ideas.Finally,according to the feedback information of students and teachers,sum up the advantages and disadvantages of the application of mind mapping in the elementary school "promote writing by reading" teaching,and further think and prospect how to improve the mind mapping.