Research On The Problems And Present Situation Of Mind Mapping In The Use Of Mind Maps In Upper Primary Chinese Teaching Reading

Reading is the key to learning Chinese,one of the significant methods for people to understand society,and an effective way for people to enrich their emotions and cultivate their wisdom.Therefore,the teaching method of reading has been valued by front-line teachers and experts and scholars.After the appearance of mind map,it was introduced into reading teaching as a visual teaching tool,and it has been popularized and applied to a certain extent.Relevant studies have shown that reading teaching based on mind maps has its unique advantages,which can promote students’ text comprehension and the progress of thinking.So what is the status quo of teachers using mind maps in reading teaching? What went wrong? What causes these problems? What strategies can be used to address these problems?Based on the visualization theory,constructivism learning theory and brain science theory,the author selected 190 senior primary school students and 105 primary school Chinese teachers from the practice school as the questionnaire survey objects,and selected 5 teachers as the interview objects.Using literature analysis method,interview method,questionnaire survey method,case analysis method,in-depth understanding of mind mapping in primary school Chinese reading teaching.First of all,under the guidance of the tutor,teachers’ questionnaires and students’ questionnaires were developed.Through questionnaire survey and data collection and analysis,we have a preliminary understanding of the use of mind mapping in Chinese Reading Teaching in upper primary school,the attitude,application status and effect of teachers and students.Secondly,further understand the specific teaching situation through case analysis.Finally,five of the teachers were interviewed in depth to comprehensively summarize the problems in the application of mind mapping in reading teaching.Through the sorting and analysis of the survey results,it is found that there are two problems with mind maps in the Chinese reading teaching in the upper grades of primary schools.The problems of teachers are: teachers’ lack of professional knowledge of mind maps,teachers’ lack of understanding of mind maps.The evaluation is unreasonable,and the teachers’ use of mind maps is not systematic.Problems for students: The quality of mind maps drawn by students is unsatisfactory,and students have no sense of transfer.To solve these problems,the analysis of the reasons which behind the problems are mainly explored from the aspects of schools,teachers and students.The reasons can be summarized as follows: teachers lack the way to learn the professional knowledge of mind mapping,the influence of traditional teaching viewpoints,teachers lack a unified evaluation standard,students Disturbed by mindset,lack of awareness of active exploration and transfer,lack of school promotion,and lack of support from parents.For the sake of optimize the use of mind maps in upper primary teaching reading,the corresponding suggestions are proposed in view of the existing problems.The countermeasures are summarized as follows: Schools should attach importance to the application of mind maps in reading teaching,form a joint force between home and school,conduct regular training,and build research platforms;teachers should strengthen learning,systematically use mind maps,and construct and improve evaluation.Standard,clarify the purpose and value of mind mapping;in terms of students,increase the frequency of students using maps,cultivate transfer awareness,and teach drawing skills.