Research On The Application Of Mind Mapping In Teaching Composition Based On Materials In Junior Middle School

Composition ability is the most concentrated embodiment of Chinese ability,and students’ composition is an important dimension to measure their Chinese accomplishment.The material composition,as a common topic encountered by junior high school students,has a wide range of meanings,so students have no ideas,the same content of writing,the article is not clear and other problems frequently appear.In view of the function and value of mind mapping,aiming at the problem of material composition,this study explores a new way to apply mind mapping to it,so that it can play a maximum role in solving the difficult problem of students’ composition.This paper mainly introduces the general situation of mind mapping theory and combs the development of material composition.Starting from the characteristics of material composition,the thinking characteristics of junior high school students,the principles and methods of mind mapping application,and the effectiveness of mind mapping,this paper explores the necessity and importance of mind mapping application in junior high school material composition,and summarizes the existing problems and improvement strategies of mind mapping application in material composition teaching according to the implementation status and effect.This study took M Middle School in Ningxia Hui Autonomous Region as a case study.210 questionnaires were distributed in this school,and 202 valid questionnaires were collected.Attended four composition classes;Six Chinese teachers were interviewed.Based on the principle of solving practical problems in the teaching of material composition and guided by the theory of mind mapping,the research studies the curriculum standards and textbook content,in order to grasp the overall writing direction of the paper,and summarizes the current situation of the teaching of material composition in junior middle school on the basis of refining and summarizing student composition texts.Based on the analysis of the survey data,it can be found that there are the following problems in the current situation of composition teaching of traditional materials:teachers’ early lesson preparation is insufficient,teachers’ teaching mode is relatively simple and rigid,teachers’ teaching enthusiasm is insufficient,and students’ composition lacks positive and effective feedback and evaluation;Students’ writing enthusiasm is not high,composition quality level is not high,and there is dissatisfaction with the traditional teaching methods of teachers.Through the analysis,it is found that it is urgent to reform the traditional material composition classroom.In view of the problems existing in traditional classroom teaching,combined with the learning situation of the class in which I practiced,I carried out a material composition teaching lesson with mind mapping,and found that mind mapping significantly improved students’ writing ability,which was embodied in the following aspects:Students’ learning form has been effectively adjusted,students’ thinking level has been effectively improved,and students’ writing efficiency has been effectively improved.Finally,according to the implementation of mind mapping,it can be found that there are still the following problems in the application of mind mapping to material composition teaching:Teachers’ cognition of mind mapping theory is not enough,teachers’ enthusiasm in applying mind mapping is insufficient,teachers’ guidance to students when applying mind mapping is not in place,students’ understanding of mind mapping is not deep enough,and there is a disconnect between theory and practice when students apply mind mapping.Based on this,this study proposes improvement strategies for applying mind mapping to material composition teaching:teachers should strengthen their learning awareness of mind mapping,teachers should enrich their application strategies of mind mapping,teachers should use the logical form of mind mapping to conduct composition evaluation,deepen students’ understanding of mind mapping,and guide students to deal with the relationship between learning and applying.Through the above teaching suggestions,we hope to optimize the effect of junior middle school material composition teaching.