Research On The Application Of Mind Mapping In The Whole Book Reading Teaching Of Junior Middle School Chines

The Language Curriculum Standards for Compulsory Education(2022 Edition)has incorporated "whole book reading" into the curriculum system,and "whole book reading" has become an important part of language classroom teaching in compulsory education.Whole book reading plays an important role in cultivating students’ reading habits,improving their thinking and enhancing their core literacy.However,there are many problems with the whole book reading teaching in junior high school,and the teaching effect is not ideal.Therefore,how to improve the current situation of whole book reading teaching in junior high school language has become an urgent problem for front-line teachers to solve.Thinking maps have the function of thinking visualization,which can be used in whole-book reading teaching to analyze the content,sort out the ideas,and explore the theme,which is important to improve the quality of whole-book reading in junior high school.Therefore,this paper takes the application of mind mapping in whole book reading teaching in junior high school language as the research landing point,proposes the application strategy of mind mapping in whole book reading teaching in junior high school language,and carries out teaching practice to verify.This thesis consists of three parts: introduction,body and conclusion.The body consists of four chapters:The first chapter provides an overview of theories related to whole book reading instruction and mind mapping.Firstly,we compare and analyze the concept of whole book reading instruction and analyze the value of whole book reading instruction,secondly,we introduce the concept and types of mind mapping,analyze the core highlights of mind mapping,and finally focus on the significance of mind mapping for whole book reading instruction.Chapter 2 investigates and analyzes the current situation of the application of thinking maps in whole book reading teaching in middle school language.The main methods used are questionnaire survey and interview.The survey is used to understand the current situation of whole book reading in middle school language and thinking maps in whole book reading teaching,to find out the problems and analyze the reasons.The third chapter elaborates the application strategies of thinking maps in whole book reading teaching in junior high school language.In response to the problems found in teaching at present,the application strategies of thinking maps are proposed in combination with the characteristics of whole book reading teaching in junior high school language itself.Four main strategies are proposed: first,strengthen the teachers and students on the topic of mind mapping,so that teachers and students not only master the basic principles of mind mapping,more proficient in their work and study;second,the use of mind mapping to develop reading plans,so that students clear reading tasks,more motivated in the reading process;third,the use of mind mapping to assist discursive reading,the use of mind mapping combing the content of the work,comparative reading,discursive reading and writing,so that the whole book reading from shallow reading to deep reading,fourth,the scientific evaluation of the thinking map,not only the evaluation of the subject and evaluation methods for diversified design,but also try to design the evaluation of the evaluation scale of the thinking map,so that teachers and students on the evaluation of the thinking map more scientific.Chapter 4 takes "Camel Xiangzi" as an example to carry out the application practice of thinking guide in teaching whole book reading in middle school language.In the order of before,during and after reading,the application of the thinking guide is shown in turn,and the teaching results achieved are shown accordingly.