Research On The Application Strategy Of Mind Map In Junior High School Chinese Whole Book Reading Teaching

In the process of the deepening of the whole book reading teaching research,related problems are also beginning.On the one side,the content of the whole book involves a wide range of knowledge,tedious knowledge,reading the whole book teaching required a long class.On the other hand,the reading effect of the whole book needs to be improved due to the deviation of teachers' understanding of the whole book reading.Therefore,it is very important to identify the effective ways to teach entire books.However,as a thinking tool,mind mapping can effectively improve the quality of subject teaching,so it is very necessary to apply mind mapping to the entire books teaching.However,in the literature research on the entire books teaching of Chinese,there are few literatures on how to better apply mind mapping to the entire books teaching.Most of them focus on the strategy research at the macro level,and there is a lack of general application mode of mind mapping in the whole book teaching.The thesis is classified into five sections: The initial part is the index,which mainly consists of the meaning of the paper,points of creativity,the current sitution of local and external investigations and the review of papers.The second part is the investigation and problem analysis of the thinking map implementation in junior middle school Chinese reading teaching.The writer sent questionnaires to Liaoning Experimental Middle School and its branch schools and Benxi Branch school,collected relevant data,and conducted descriptive analysis by using SPSS 23.0 version of statistical analysis software,sorted out the current situation of mind mapping applied to reading whole books in junior middle school Chinese and analyzes the problems in the application of mind mapping in the entire books teaching.The third portion is an examination of the value analysis of mind mapping in the entire books reading teaching of Chinese in junior high school.The requirements and objectives of the whole book reading teaching of Chinese in junior high school are analyzed through "The standard of the Chinese curriculum in compulsory education(2022 edition)" and the unified edition of Chinese textbooks.On this basis,starting from the function of mind mapping,analysis of the value of mind mapping applied in junior high school Chinese whole book reading teaching.The fourth part is the mind maps in the junior middle school language implementation of the whole book reading teaching strategy,based on the present situation investigation and worth assessment of the study,derives the implementation of the corresponding strategy,for the eight introduces the mind map and its using rules,and required contents from junior middle school language teaching material compile for universal use version and read the title of the reading,analysis in different contents,teaching links,how to use eight mind maps correctly.The fifth section is the closing part,in which the above remark,the author summarizes the application mode of mind mapping in the whole book teaching of junior high school Chinese,trying to bring some enlightenment to the whole book teaching of junior high school Chinese.Literature research and questionnaire survey were used in this study.