The Application Of Mind Map In The Whole Book Reading Teaching Of Junior High School

The whole book reading has been officially in the junior and senior high school Chinese teaching practice,and with its more and more attention,the relevant theoretical and practical research is also more and more.In the face of new trends,new challenges and new problems,as a Chinese teacher,how to guide students to read the whole book is the starting point for the author to think about this paper.The author takes mind map,a teaching strategy which is being promoted and popularized by various disciplines,as the fulcrum of the whole book reading teaching for experimental research.With the support of Chinese curriculum,teaching theory and other theoretical research,this paper attempts to apply the strategy of mind map to the teaching of junior high school Chinese reading.The author combs the concept of mind map and the related research status of subject teaching,and combines the theoretical advantages of mind map with the whole book reading teaching of junior high school Chinese.This paper analyzes the feasibility of the application of mind map in the whole book reading teaching of junior high school Chinese,and then summarizes the teaching strategies of mind map in the whole book reading teaching of junior high school.In order to achieve the following possibilities: how to make students read a Book efficiently in the course design,how to make students analyze the text in depth through mind map in the process of teaching,how to encourage students to continue to improve the mind map after the end of the course and feel the essence of the text,so as to improve students’ thinking quality and literary aesthetics.Then the teaching strategy is applied to the teaching practice of journey to the west,and the mind map is used to sort out the text,so as to help students form a clear understanding of the author’s writing point of view and narrative logic by using logic,reasoning,empirical and other ways of thinking,and to experience the beauty of language refinement.After the experiment course,the research was summarized and reflected through questionnaire survey and interview.Finally,we hope to make mind map play its value and role in the whole book reading teaching,and become a good teaching method to help teachers improve students’ reading ability and Chinese literacy.