Application Of Mind Mapping In Argumentation Teaching In Junior High School

In the 21 st century,with the rapid progress of information technology,people are in the era of information explosion,social development has higher requirements for human thinking.According to the requirements of "developing students’ language ability while developing students’ thinking ability" in "Compulsory Education Chinese Curriculum Standards(2011)" and "development and improvement of thinking" is clearly listed as one of the four core Chinese qualities in "General and General high School Chinese Curriculum Standards(2017)",It can be seen that it is essential to develop students’ thinking ability in teaching.This requires junior middle school Chinese teachers to change the traditional Chinese teaching methods to cultivate students’ thinking and reading ability.But in the actual teaching process,teachers tend to neglect the thinking training of students.With the promulgation of the "double reduction" policy in 2021,there are higher requirements on the classroom efficiency of teachers,and teachers urgently need to find a new teaching method.Mind map is a thinking tool for visualization and knowledge systematization,and argumentative essays are articles with strong logic.The two have common points.Combining them can help students quickly grasp information and sort out the content,which can help students develop better thinking ability and improve their reading quality.Therefore,based on the application status of mind mapping in argumentative teaching in junior middle school,this paper explores appropriate cases from argumentative reading and argumentative writing according to existing research results,so as to improve teachers’ teaching and students’ learning efficiency.At the same time,it also hopes to provide some references for front-line teaching.The main body of this paper can be divided into five parts.The introduction part is the basis of this study.Through the analysis of the questionnaire survey of students and teachers on the application of mind map in argumentative essay teaching in junior middle school,the author finds that in the current process of Chinese teaching in junior middle school,many first-line Chinese teachers ignore the improvement of students’ thinking ability due to the college entrance pressure or teachers’ own development and other reasons.Thus,students have no sense or even fear of argumentative essays.On this basis,the author tries to apply the mind map to two different class types of argumentative paper reading and argumentative paper writing in junior high school,and guide students to apply it in different stages,such as pre-class preview,in-class learning and after-class review,writing material arrangement,writing topic consideration,writing structure construction and writing evaluation.Through the comparison of a class before and after nine years,the author found that the application of mind mapping in junior middle school argumentative writing can reduce the difficulty of students learning argumentative writing,but also make students completely fall in love with argumentative learning,generate interest in it,and promote students to further develop critical thinking ability and logical thinking ability.At the same time,it is expected that the application of mind mapping in argumentative essays can help students form the ability of independent learning,transfer to other subjects and enrich students’ other thinking abilities.