The Application Of Mind Maps In The Teaching Of Reading Whole Books In High Schools Based On The Theory Of Reading Hierarchy

With the advancement of curriculum reform,the reading of the whole book has received attention from all sides.In the teaching of reading in high schools,the whole-book reading plays an important role.Reading whole-books can help students to master reading methods,improve the ability of appreciation,develop thinking abilities,broaden horizons,increase knowledge reserves,and cultivate core quality,which is conducive to their lifelong development.Therefore,it is necessary to promote the reading of whole-books in the high school.The mind maps as an effective tool of learning and thinking,can not only stimulate the divergence of thinking,make reading diversified,and maximize the value of reading the whole book as much as possible,but also help students sort out the complex contents,make reading clearer and more organized,and also facilitate students to summarize after analysis of details,forming an overall grasp of the whole book.Using mind maps can facilitate better reading of the whole book.However,in the current situation of whole-book reading in Chinese high schools,there are many problems of the application of mind maps: too much attention is paid to drawing skills,while the reading itself is ignore;due to the insufficient guidance from teachers,and students do not want to use mind maps;the rules of drawing mind maps are so rigid that,the diversity and individuation are limited;teachers and students do not have enough understanding of mind maps and do not really give full play to the role of mind maps in reading the whole book.The existence of these problems has not really solved the problems of fragmentation of the reading experience and obvious utilitarian tendencies in the reading of whole books.Based on this,this article introduces the Motimer · J.Adler and Charles Van Dowren’s theory of "reading levels" explores the application of mind mapping to the reading of entire books in high school Chinese.According to the law of reading and the law of students’ cognitive development,the "reading level" theory divides the reading process from shallow to deep into four levels: "basic reading","inspection reading","analytical reading" and "theme reading",these four levels are gradual,and the higher levels contain and exceed the lower level of content.The introduction of the "reading level" theory,the reading process of the entire book is divided hierarchically,so that the use of mind maps is more clear,more orderly,more in line with the law of reading and the law of students’ cognitive development,and maintains the integrity and continuity of the reading of the whole book in the gradual deepening of reading,so as to better promote the reading of the whole book.