Research On Chinese Teaching Design Based On Mind Map

Human society in the 21 st century is an information age.Students are surrounded by massive amounts of information every day,but they lack the ability to identify,judge and think rationally about all kinds of information.Mind mapping is a thinking tool that visualizes thinking and systematizes knowledge.The main purpose of information text is to obtain information.The combination of the two can not only extract and integrate information effectively,but also cultivate students' good thinking quality and sound reading ability.Therefore,this paper attempts to explore the specific application of mind mapping in Chinese teaching design by taking the information text in the unified compilation of junior high school textbooks as an example.The main part of this thesis is divided into five chapters.The first chapter,using the literature research method,the mind map and information related content of the text.The connotation,characteristics and drawing methods of mind mapping are defined,and the characteristics and advantages of mind mapping are further clarified by comparing and analyzing the similarities and differences between mind mapping,concept map,blackboard design and writing outline.After combing the literature,the concept of informational text is defined by dichotomy,that is,informational text covers practical text and exposition text.After arranging statistics and summarizing the characteristics of information texts in the unified compilation of this textbook,the research objects selected in this paper are determined,namely,news texts,explanatory texts and argumentative texts in information texts.The second chapter elaborates the relevance between mind mapping and information text teaching,and summarizes the basic situation of information text teaching and how mind mapping carries out teaching design in information text.In the third,fourth and fifth chapters,the author chooses three kinds of information texts,namely news text,explanatory text and discussion text.The second chapter mainly discusses the correlation between mind mapping and information text teaching.Firstly,it illustrates the existing problems in information text teaching,how to solve these problems,and the teaching value of mind mapping in information text teaching.Then it expounds the essentials of the instructional design of information text based on mind map,which points should be grasped when using mind map to carry out instructional design,and uses case analysis to illustrate.The overall framework of Chapter 3,Chapter 4 and Chapter 5 is consistent.Firstly,the basic knowledge of each type of text is discussed,and the compilation characteristics of the three kinds of texts in the unified compilation of this textbook are summarized.Then,the teaching design of the three kinds of texts based on mind mapping is illustrated,that is,how to determine the teaching objectives and carry out the teaching process.Combined with the curriculum standard,textbooks,teaching reference interpretation,lesson preparation notes,teaching design and so on,the teaching path of specific unit texts is explored,that is,from the whole reading to the single reading and then to learning activities.The difference lies in that specific learning activities are appropriately adjusted according to the characteristics of each type of text.The learning activities of the three types of texts are respectively practical activities,thematic reading and inquiring reading.The instructional design of three kinds of texts based on mind mapping has both commonness and individuality,which is grasped on the basis of commonness.Finally,in the conclusion part,the conclusion of this paper is drawn,and the research reflection is carried out,the conclusion of this research is summarized,and points out the direction for the follow-up research work.