The Design And Application Research Of Primary School Students' Chinese Writing Evaluation And Reform Activities Supported By Mind Maps

According to the latest curriculum standards of Chinese in the compulsory education stage,in the current elementary school Chinese writing education,it is necessary to continuously optimize the writing evaluation and reform,and consciously lead students to enhance the ability of autonomy and mutual modification,and then promote the writing level.In order to ensure the optimization of the teaching of Chinese writing review and reform,there are still some problems that need to be solved in the primary school Chinese writing training.First,in the primary school Chinese class,the teacher subconsciously marginalizes the writing review,and often retreats when it comes to the review and reform of the exercises.,Or imitating the fixed activities of the predecessors,failing to innovate according to the educational characteristics;second,most of the existing assignment teaching focuses on guiding writing,or focusing solely on the theoretical methods of evaluation and reform,ignoring the cultivation of the awareness of the evaluation and reform of the exercises,and not emphasizing Evaluation and reform activities and practice,which limit the improvement of primary school students' writing ability.Mind map,as a graphical tool to support students' learning,can reflect the creator's unique thinking process in composition activities.Existing studies have proven that it is very effective in improving primary school students' Chinese writing ability.However,mind maps are used in However,there are very few researches in the evaluation and reform of the exercises,and the research on the evaluation and reform activities of the exercises for the primary school group needs to be in-depth.Therefore,this research is based on the analysis of existing research,based on cognitive learning theory,social constructivism theory,and knowledge visualization theory,based on the principles of student subjectivity,interest stimulating,multiple evaluation and reform,and teaching in accordance with their aptitude.Constructed a mind map-based primary school Chinese writing evaluation and revision activity,which specifically includes preliminary evaluation and revision,using a mind map to show the teaching goals;example guidance,teachers and students collaborate to use the map to evaluate and modify the composition;self-drawing and self-revision,students use the mind map Modification of composition;mutual evaluation and modification,group collaboration and sharing of mind map evaluation and modification;display and sharing,teacher comments on the mind map work;summary and improvement,exhibition of excellent works of the study map.This study selects two parallel classes in the fourth grade of XX primary school,and uses experimental methods to test the validity of the constructed small learning evaluation and reform activity process based on mind maps.Two parallel classes used small learning based on mind maps as evaluation and reform activities and traditional evaluation and reform activities to carry out experimental teaching for one semester.After the teaching experiment is completed,select the students from the experimental class and the control class to do test question evaluation and questionnaire surveys to test the mind map-based small learning evaluation and reform activities and traditional evaluation and reform activities on the pupils' Chinese writing ability,evaluation and improvement activities,and their attitude towards the evaluation and reform of the exercises.The impact.The experimental results show that the mind map-based primary school Chinese writing evaluation activities designed in this research can stimulate students' interest in composition classes and improve students' writing skills.Among them,the ability to examine questions,select materials,and modify the ability to improve is particularly significant.