Research On The Application Of Mind Map In The Teaching Of Group Reading In Upper Primary School

The era we live in is an era of thinking,and the talent that this era requires is people with excellent thinking ability.Education itself bears the important responsibility of cultivating students ’ thinking ability.As language is the tool of thinking,reading instruction has become an important means of cultivating students’ thinking ability.However,throughout the current reading classroom,the traditional reading teaching method has been unable to meet the thinking needs of upper primary school students,and group reading has emerged.Group reading,once proposed,quickly gained the favor of front-line teachers and began to be used in the classroom.However,there are still some problems with group reading in the classroom,such as single teaching mode and inadequate teacher energy.The application of mind map can help to solve these problems effectively.Additionally,the use of mind map can transform lengthy text into a clear and concise structured diagram,which is more conducive to improving students’ reading efficiency and developing thinking ability.This study is based on text interactivity theory,cognitive load theory,reading schema theory,and reading instruction-related theories.The study employs literature analysis,investigation,text analysis,and case study methods.Firstly,The author analyzes the literature review on mind map and group reading,and summarizes the previous research experience and achievements.Secondly,the author attempts to explore the effectiveness and problems of reading and group reading among X upper primary school.Then,it puts forward the application strategies with theoretical and practical basis.Finally,it carries out teaching practice according to the strategies,evaluates the teaching effect and puts forward the application suggestions of mind map in the teaching of high-level group reading in primary schools.Through research,the following conclusions are drawn:First,there are problems in reading efficiency and method use among upper primary school students.Second,there are difficulties in group reading teaching in the upper primary school,including low frequency of teaching practice,single teaching mode,difficult text selection and topic design,and insufficient teacher energy.Third,put forward the application strategy of mind map in the teaching of group reading in upper primary school.Before class,the mind map is used to help teachers clarify the teaching ideas and students perceive the text.In the class,the mind map is skillfully used to guide students to construct the knowledge system independently.In the after class,use mind map to expand extended reading and carry out efficient evaluation.Fourth,through the analysis of teacher-student interviews after class,it is shown that the application of mind map to group reading in the upper primary school can help students read independently,benefit group reading teaching,and promote students’ thinking development.Fifth,put forward specific suggestions for the application of mind mapping in group reading teaching in the upper primary school.Rational use of mind map : clarify the idea of mind map serving group reading teaching,and grasp the degree of fit between mind map and group reading.Improve the level of teachers ’ teaching literacy : teachers improve their reading thinking ability by cultivating good reading habits,extensive reading and deep thinking;through independent learning and participation in theoretical training organized by the school to consolidate the relevant theoretical basis;improve the ability of teaching practice by strengthening the ability of teaching design,refining teaching skills and carrying out teaching reflection.Teaching focuses on student-oriented : design teaching based on students ’ learning situation,teachers deeply understand students ’ interest and students ’ ability to draw mind maps;drawing mind maps with students as the main body,teachers give reasonable freedom according to students ’ drawing ability.Sixth,in the research and reflection on the application of mind map,the author summarizes.Mind map ignores the perceptual cognition and emotional experience of students in the reading process to a certain extent.When mind map and group reading teaching content are not appropriate,they should be abandoned decisively.The utility of mind map is different at different ages and reading levels.When students have reading essentials or certain abstract abilities,they can reduce their use.The quality of students ’mind map is difficult to guarantee.Mind map is not a panacea and should be viewed rationally in practical application.