Application Research On Mind Map In The Teaching Of Argumentative Writing In Junior Middle Schools

Argumentative essay has a great practical value and can directly embodying individual's thinking mode,but have not received enough attention in the teaching of writing in junior high schools,resulting in various problems in the teaching of argumentative essay writing.Junior high school period is critical for students' thinking development and language construction.As a simple and efficient tool,mind mapping has been spreaded in junior high school Chinese teaching.However,its application status is not optimistic.Therefore,based on the long-standing problems in the teaching of argumentative essay writing in junior high schools and the current status of the application of mind maps in the teaching of argumentative essay writing,this article constructs a set of orderly and systematic writing teaching strategies,improves the traditional argumentation essay teaching model and gives students comprehensive and targeted writing guidance,improving students' essay writing ability,cultivates students' thinking ability,and then improves the status quo of the teaching of essay writing.The full text is divided into six parts:The introduction explains the origin and purpose of the research,the main issues and significance of the research,the current research methods and innovations,etc.,and emphasizes the necessity of researching mind maps to assist the teaching of argumentative essay writing.The first chapter is an overview of the mind map and the theory of junior high school argumentation writing teaching.This chapter first reveals the three long-standing problems in the teaching of argumentative essay writing in junior high school,and then starts with the problem to derive the mind map,and analyzes its application basis and advantages in the teaching of argumentative essay writing in junior high school.The second chapter is the analysis of the current situation of the application of mind mapping in the teaching of essay writing in junior high schools.This chapter uses a questionnaire survey to understand the status quo of some junior high school teachers and students in Chongqing using mind maps in the writing of junior high school argumentative essays.Then the statistical results were sorted out,the problems existing in the application of teachers and students were pointed out,and the causes of the problems were analyzed.The third chapter is the application sequence design of mind map in the teaching of essay writing in junior high school.This chapter discusses the goal orientation,condition preparation and path analysis of mind mapping applied to the teaching of essay writing in junior high school,and lays a research foundation for the next chapter to systematically expound the application strategy of mind mapping.The fourth chapter is the application strategy of mind map in the teaching of essay writing in junior high school.In this chapter,with the aid of the accumulation of material for argumentation writing,the review of the topic,the layout of the article,and the language expression,the research on the application strategy of mind mapping in teaching is carried out.At the same time,two dimensions and three stages are proposed to evaluate the application of mind mapping in writing teaching based on the writing standards of argumentative essays.The fifth chapter is the practice and optimization of mind mapping applied to the teaching of essay writing in junior high school.In this chapter,the teaching design and practice of mind map-assisted argumentative essay teaching are carried out,and the effect of teaching practice is compared,analyzed and reflected by means of questionnaire surveys and interviews,which proves that mind maps are helpful to students' argumentative writing.