A Study On The Application Of Mind Maps In The Teaching Of Chinese Reading In Senior High Schools

As a supplementary reading teaching tool,mind map is a reasonable combination of keywords and graphics,which improves students' thinking ability and also reflects the interesting learning process.In the traditional high school Chinese reading teaching,teachers failed to consider the depth and breadth of the students' thinking.The combination of mind mapping and reading instruction can visualize information in the student's brain.Through the drawing of mind maps,students can improve their reading ability in the process of combing and summarizing the main contents of the article.In the research process,research methods such as literature research,observation,and case analysis provide possibilities for research from theory to practice.The body part is discussed in five chapters.Chapter 1:Overview of Mind Maps.Define the meaning of the mind map and distinguish it from the concept map and the blackboard.Then,the characteristics of the mind map are summarized.Explain the classification and drawing mode of mind map:according to the scale of mind map,composition body,learning content,etc.;the drawing mode of mind map is mainly summarized into radiation mode,convergence mode,ring mode,linear mode,comprehensive mode.The theory of brain science and the theory of cognitive psychology are the theoretical basis of mind mapping.The second chapter:the value of mind map in the teaching of high school Chinese reading.From three aspects,it puts forward relevant application value:it helps to improve the thinking ability of high school students;helps to promote the professional development of high school Chinese teachers;and helps to implement high school Chinese reading teaching.The third chapter:the application strategy of mind map in high school Chinese reading teaching.First,teachers use the map to introduce new lessons.We can use mind maps to review content,and we can also use mind maps to import.Second,students draw macro maps and overall perception.First,draw a macro mind map based on the content of the article,and then collectively discuss and improve the construction of the macro mind map.Third,students build micro-level maps and peruse text.This strategy is carried out through group composition,group presentations,peer review,and teacher reviews.Fourth,students read the graph summary and deepen their memory.This strategy is based on the text content.At the same time,use rich colors to deepen your memory.The fourth chapter:Cases and analysis of the application of mind map in high school Chinese reading.From the many styles of high school Chinese reading,three types of styles were selected for specific practice and case analysis.The fifth chapter:the results,shortcomings and suggestions of the application of mind map in high school Chinese reading teaching.Firstly,according to the above application cases and case analysis,the paper expounds the effect of mind map in high school Chinese reading teaching:mind map is applied to high school Chinese reading teaching effect;mind mapping strategy is feasible.Then,it shows the insufficiency of the application of mind map in the teaching of high school Chinese reading.Finally,it puts forward the application suggestions of mind map in high school Chinese reading teaching:changing teachers' concept and improving their own level;selecting the timing of composition,promoting the development of students' mind map;creating teaching evaluation and encouraging students to learn independently.Conclusion:The feasibility of combining mind mapping with high school Chinese reading teaching,and the shortcomings and thinking of this research,and the need to work hard in the future.