Research On The Application Of Mind Mapping To Classical Chinese Reading Teaching In Junior Middle School ——Taking The Second Volume Of Grade Nine As An Example

Classical Chinese is the carrier of Chinese traditional culture and the unity of "article" and "Literature".Students' learning classical Chinese can not only improve their cultural literacy,but also enhance their sense of identity with Chinese traditional culture.However,the current situation of classical Chinese teaching is not optimistic.It is a common phenomenon that classical Chinese teaching methods are single,and students' enthusiasm for learning classical Chinese is not high.The application of mind mapping to classical Chinese classroom teaching is not only conducive to promoting students' brainstorming,to improve students 'ability to think and summarize,to stimulate students' interest in learning,it can also help students to memorize classical Chinese knowledge,recite classical Chinese.The text consists of five chapters.The first mainly introduces the connonation,characteristics,drawing methods and tips needing attention,as well as the role of mind mapping for teachers and students.The second investigates the current situation of the application of mind mapping to teaching in junior middle schools,and analyzes and summarizes the current situation of mind maps in the teaching of speech and text in the primary Chinese.The third chapter describes the approach to applying mind mapping.In this paper,the application path of mind mapping is divided into three aspects:including before class,during class and after class.Before class,teachers use mind mapping for teaching design,and students use mind mapping for effective preview;In the class,teachers focus on teaching objectives,and students take targeted notes with the help of mind mapping;After class,the teacher not only reviews the classroom teaching,but reflects on the teaching design,and students review and recite the classical Chinese through the mind mapping.The fourth chapter specifically designs the three texts and texts of the mind map applied to the second volume of the ninth grade of the unified Chinese textbook.The fifth chapter describes reflection of mind mapping in the teachingl,and puts forward relevant suggestions for schools,teachers and students that use mind mapping.Finally,in the conclusion part,the full text is sorted out and summarized.We should have dialectical point and make good use of mind mapping.