An Experimental Study Of Using Mind Map To Improve The Reading Ability Of High Grade Students In Primary School

In the stage of primary education,the new curriculum standard puts forward higher requirements for the reading ability of primary school students,because the reading ability is not only related to the lifelong development of students,but also related to the development prospects of the whole country and nation.However,the traditional reading teaching mode has some problems,such as teachers’ one speech,fragmentation of teaching content,insufficient development of students’ thinking and so on,which seriously hinder the students’ reading ability Ability development.At this time,reading teaching urgently needs a new teaching mode or teaching tool to improve these situations.The unique characteristics of mind map can make up for the shortcomings of traditional reading teaching.Therefore,this study discusses the effect of mind mapping on reading ability on the basis of considering the applicability of using mind mapping in learning content and physical and mental development level of senior primary school students,as well as the relationship between mind mapping and reading teaching.In order to demonstrate the relationship between mind map and reading ability,and explore how to build a reading teaching mode based on mind map,this study carried out a comparative experiment with two classes of students in grade six of a primary school in Chongqing high tech Zone.First of all,a questionnaire survey was conducted among the students in the experimental group to understand their current understanding,mastery and use tendency of mind map,so as to provide some reference for the experiment.Secondly,we try to construct the reading teaching mode based on mind map and formally start the reading teaching experiment.The same Chinese teacher implements the reading teaching of mind map in the experimental group and the traditional reading teaching in the control group,so as to verify whether the mind map can improve the reading ability through the changes of the reading scores of the two classes.Finally,interview with the students in the experimental group,to understand their feelings and evaluation,in order to further obtain the feedback of the experiment.Finally,according to the research results,the paper puts forward some countermeasures to improve reading ability by using mind map.The reading teaching mode based on mind map constructed in this study applies mind map to the whole process of reading learning of primary school students,including three stages: preview before class,learning in class and review after class.Before class,students independently use mind map to preview new words and the main idea of the text.In class,they cooperate to draw mind map to discuss the key and difficult points.After class,students independently draw mind map to review the content of the text,so as to achieve the goal of review and consolidation.The results show that: the reading teaching mode based on mind map constructed in this study has a certain effect on students’ reading learning.After the implementation of this mode in the actual reading teaching activities,the experimental class students and the control class students show significant differences in reading ability,generalization ability,understanding ability,appreciation ability and application transfer ability Compared with the test reading ability,the control class students’ reading ability has little change,while the experimental class students’ reading ability has been significantly improved.For the above conclusions,this study puts forward some suggestions: from the perspective of teachers,it is necessary to strengthen teachers’ understanding of mind map and improve their skills of using mind map;teachers should choose the reading teaching content suitable for using mind map and guide students to use mind map effectively.For students,they need to follow the path of imitation,supplement,practice and personalization to practice drawing mind maps;increase the frequency of use,improve the level of drawing;and choose appropriate mind maps according to different reading materials and reading requirements.