Action Research On The Use Of Mind Maps In The Sharing Session Of Kindergarten Theme Activities

“Theme activity sharing part” is an important activity for teachers and children to exchange and share idea around a certain content under the background of theme activity.It plays an important role in the diffusion of children’s individual experience,helping teachers understand children’s interests and needs,and promoting the follow-up theme activities.Through the pre observation,the researchers found that there are some shortcomings in the sharing of theme activities: record lack of interaction with children,teachers are confused with "response",teachers ignore children’s voice,and teachers have a high degree of control.The purpose of this study is to explore the use of Mind map in the sharing part,try to solve its existing shortcomings,and further develop the value of sharing.This research adopts the paradigm of action research,and carries out three rounds of action research with teachers Q and Y.In the first stage,teachers try to use Mind Map.Teachers try to form Mind Map records in sharing.The mind shorting function of Mind Map is helpful for teachers to clarify their ideas and respond to children better,but the sharing process is still under the control of teachers.In the second stage,children participate in Mind Map drawing.With the conscious "decentralization" of teachers,the visualization function of Mind Map can be displayed and gradually be understand by children;in the third stage,children use Mind Map independently.Children gradually master the autonomy of sharing and recording.As a thinking tool,Mind Map has been used by children,and children are increasingly becoming the main body of sharing.Based on the above three rounds of action research,the researchers combed the positive impact of this action research from three aspects: the application of Mind Map in the sharing part,the changes of children and the growth of teachers.The application of Mind Map is mainly reflected in the following aspects: the using body of Mind Map is from "teachers" to "children",the content involved is from "knowledge" to "action",and the form of Mind Map is from "one" to "many".The changes of children are mainly reflected in three aspects: the trial application and gradual internalization of Mind Map,the improvement of thinking ability,and the full play of initiative in the sharing process.Teachers’ growth is mainly reflected in two aspects: better understanding of children and better response to children.On this basis,the researchers put forward suggestions on the use of Mind Map and the role ofteachers in the sharing process,in order to provide some reference for kindergarten teachers to carry out the sharing part.