An Empirical Study Of Using Mind Maps To Optimize High-level Chinese Review Classes In Primary Schools

In today's era,an important goal of education is to cultivate students' thinking ability.Let students learn to think and even learn innovative thinking is the new requirement put forward by teachers in this era,and it is also the expected effect of the new round of basic education reform.As a new way of thinking proposed by foreign scholars,the mind map is intuitive and clear in its way of drawing,and has played its role in various fields.In recent years,scholars at home and abroad have begun to link mind maps with learning.However,the author has in-depth understanding and found that in the combination of mind mapping and teaching,the participation of language review classes is rare.Therefore,this paper attempts to link the mind map with the primary school Chinese review class,and explore the optimization effect of mind map on the primary school language review class in an empirical way.Starting from this theme,this study generally consists of three parts:the concept of review class based on mind map,the experimental design of review class based on mind map,and the conclusion and suggestion of review class based on mind map.First of all,this thesis starts from the theoretical level,and shows the advantages of mind map to the primary school Chinese review class,including the use of mind map to reconstruct the teaching organization of teachers,the promotion of students'thinking quality and the optimization of teaching process..Then,the definitions of review class teaching and Chinese teaching are more clearly explained.On this basis,the concept of using the mind map to optimize the primary school Chinese review class is clearly defined,and the teaching design of the review class based on mind map has a complete and clear The framework,that is,how the mind map is applied in the review class,what are the tasks of the teacher and the student in the process before,during,and after the review.After that,it is the main part of this thesis,using the well-designed classroom teaching links to conduct empirical research on this paper.In a primary school in Xi'an,two classes in the upper grades of comparable grades were selected,and the review method of mind map and the traditional review method were used to conduct a one-and-a-half-month language review.In the review process,students were interviewed.The review is followed up.Before and after the review,the results of the experiment are analyzed using questionnaires,test papers and other experimental tools,and it is concluded whether the mind map optimizes the primary language review class in some aspects.Finally,starting from the experimental results and data,this paper attempts to put forward a suggestion based on the mind map review class,from the teacher's teaching concept,the role of students and teachers,and the classroom teaching process,etc.Made his own suggestion.