Research On The Application Of Mind Mapping In Chinese Teaching In Junior Middle School

Traditional Chinese teaching is more sentimental.Teachers require students to use association and imagination for aesthetic reading,so as to master the vivid images in literary works and comprehend the strong emotions contained in the author's words.However,if Chinese teachers pay too much attention to the cultivation of image thinking,they will neglect the training of abstract thinking.As a tool of information visualization,mind map can clearly and intuitively list the key information through the organic combination of graphics,lines and colors,effectively improving students' ability of abstract thinking such as logic and organization.In addition,according to its unique advantages of both pictures and texts,mind mapping can improve the boring phenomenon of pure text expression in traditional Chinese classroom.In the introduction part,the writer firstly introduces the research background: "thinking ability in Chinese curriculum development" and "mind mapping in not using condition in the period of Chinese teaching",the "application of science thinking method to Chinese teaching in May,with necessary conditions" as the research idea,and then introduces the mind map the research both at home and abroad,finally introduces the research significance and research method.In the body part,the first chapter starts from the occurrence of mind mapping and theoretical travel,and discusses in detail the occurrence,definition and value of mind mapping and the travel path of mind mapping related theories from European and American education to Chinese education and then to Chinese language discipline.The second chapter mainly expounds the specific application of mind mapping teaching method in the Chinese stage of junior middle school,and analyzes how to flexibly use mind mapping in reading teaching,writing teaching and review class through three different types of class;The third chapter analyzes and discusses the effectiveness,limitations,future conditions and possibilities of mind mapping in middle school Chinese teaching.In the conclusion part,the author summarizes "how to flexibly apply mind mapping to Chinese teaching in junior middle school",and believes that teachers should hold an objective attitude towards mind mapping teaching method.The author thinks the mind map as a kind of teaching assistant tool,has certain use value to junior middle school Chinese teaching.Teachers should constantly point out the direction to students,let students internalize the mind map as a habit of thinking,the formalization of mind map drawing should gradually weaken,and focus on training students' learning thinking ability.How to use mind map in the process of Chinese teaching;How to better graft and integrate with Chinese subjects;How to make mind mapping play a bigger role in the field of education and teaching still needs teachers and experts to continue on the road of exploration.