Research On The Application Of Mind Mapping In The Whole Book Reading Teaching Of Chinese In Senior High School ——A Case Study Of K Middle School In K City

Reading has always been an important way for people to learn knowledge and understand the world,however,with the advent of the information age,students are faced with the problems of low reading volume,low reading interest,fragmented reading,utilitarian reading and mixed reading titles,which are very detrimental to cultivating students' reading habits and exercising their thinking skills.The General High School Language Curriculum Standards(2017 edition)designed 18 learning task clusters,and whole book reading as the first of the task clusters becomes an important strategy to cope with and solve the problem.With the input and use of the Ministry's high school language textbooks,whole-book reading has received more and more attention,and related theoretical studies have become more and more frequent.However,for various reasons,the implementation and promotion of whole-book reading is not ideal at the practical level.How to implement this task group so that students can read whole books more easily and acquire more knowledge skills is a question that every educator needs to summarize and reflect on.In recent years,mind mapping as a teaching aid has gradually taken over in the teaching field.In the whole book reading,the thinking map with its dispersion,hierarchy,systematic characteristics,in the form of key words,the content of individual chapters or the whole book is classified and layered,so that the learner can understand the main content and pulse of the whole book at a glance.Language teachers build a whole book reading teaching model based on mind maps in whole book reading teaching,on the one hand,they can use the characteristics of mind maps to combine the depth and breadth of students' cognition to sort out and integrate the integrated reading content.On the other hand,drawing a mind map with reading content can greatly stimulate students' interest in learning,help them clarify their knowledge framework,deepen their memory and facilitate timely review.At the same time help teachers to start teaching in an orderly manner,to achieve twice the efficiency with half the effort,to play the positive value of the mind map.This thesis is a practical approach to combine the world's popular mind mapping with the whole book reading,through literature analysis,questionnaires and other research methods,to explore the current situation of mind mapping in whole book reading teaching,the specific use and considerations,based on the curriculum standards and the actual textbook,to analyze the role of mind mapping in each aspect of whole book reading,and combined with the characteristics of high school students' psychological development This paper is divided into four parts.This thesis is divided into four parts,first,the first part of the theoretical basis of the mind map,explained the analysis,memory and transfer function of the mind map in reading,as well as the type of mind map and drawing method,while discussing the theory of whole book reading and the need to determine the value of the application of the mind map and whole book reading.In the second part,the current situation of mind mapping in the process of whole book reading in high school language is understood by using methods such as interview method and questionnaire survey in K middle school in K city,where the author's internship is located,and based on the interview and survey results,the reasons why students and teachers have problems in the process of using mind mapping are analyzed,and in the third part,specific strategies are proposed for both teachers and students at the level of the problems presented by the current situation,respectively.The fourth part of the study takes the recommended whole book reading book "Native China" in the first book of the unified textbook of senior language as an example,and applies the thinking map in the teaching process,and implements the teaching in the introduction,first reading,intensive reading and research reading of "Native China" respectively to effectively promote the development of whole book reading,and finally reflects on the application of the thinking map in the teaching of whole book reading and outlook.