The Reading Teaching Practice And Thinking Of Native China Based On Mind Map

According to the Chinese curriculum standard for senior high school(2017 Edition),the task group of "whole book reading and discussion" is ranked first among the 18 task groups.Rural China is a typical representative of academic works in this task group It has been generally valued by Chinese educators,and its exploration and research is the basic requirement of implementing the new curriculum standard.Rural China is a classic of Chinese sociology.It has unique linguistic value,academic value,cultural value and aesthetic value.Mind map,which has the characteristics of integration,generation and intuition,is a tool to visualize the process of thinking.Using mind map to guide the reading teaching of "Rural China" is a feasible way to fully explore the value of the text,finalize the requirements of the curriculum standard,and improve the students' thinking quality.A questionnaire survey on the current situation of reading and teaching of "Rural China" in a senior high school shows several problems: 1.There are some problems in teaching,such as backward teaching ideas,ignoring the whole book reading,fuzzy teaching plan,single teaching method and so on.2.There are some problems in the process of reading,such as lack of interest in reading,passive reading behavior,lack of reading time,outdated reading methods and so on.3.Only a small number of teachers and students will use mind map as a reading aid in the whole book reading.Tracing to the Source of such problems,found that the abstractness of academic works and the fuzziness of evaluation mechanism are the important reasons for the series of problems in the reading teaching of "Rural China"Using mind map to guide the reading teaching of "Rural China" can be divided into two stages: first reading and deep reading.In the first reading stage,the study group is organized to discuss with each other and draw the mind map of the whole book in the independent discussion and exploration.With the help of mind map to clarify the basic content of the text,can help students to grasp the framework and content of the whole book and make clear what the book has written in the process of looking for key words and establishing key words connection.In the deep reading stage,can guide students to improve the branch language of mind map in the first reading stage,grasp the relationship between key words experience Academic expression and make clear how to write "Rural China".Through the use of mind map to guide the two stages of reading teaching,students can study the text from the content to the structure,and understand "Rural China".Using mind map to guide the whole book reading can promote group cooperative learning,strengthen thinking training and improve teaching efficiency.However,in the process of drawing mind map,students lack the ability of information extraction and induction,and they has the difficult to extract keywords quickly and accurately.Teachers lack the ability of academic thinking appreciation.In the later period,we should pay attention to "from complex to simple,refined layer by layer",introduce special teaching and concentrated discussion method,and improve the effectiveness of reading teaching guided by thinking map to guide the reading teaching of "local China".