Research On The Application Of Mind Mapping In The Reading Teaching Of Chinese Classics In Junior High School

With the improvement of curriculum reform and the enactment of the“ Double-reduction”,higher demands are put forward for students’ core quality and innovative ability,and new challenges are also presented to teachers work at front line.As a course that can cultivate students’ comprehensive ability of listening,speaking,reading and writing,the position of classic reading is becoming important day by day.How to improve students’ innovative ability and core quality of Chinese has become a hot topic for many experts.Mind mapping,as a tool to clarify logic and improve memory,can be used in the class of classic reading.It can sort out the structure of classic books in multiple levels,and it also can improve readers’ reading efficiency.In another part,it intuitively shows process of thinking by forms and pictures.Teachers will know the learning situation of students in time.According to that,teachers can adjust the teaching content flexibly,and arrange the course schedule reasonably.However,after consulting literature,the author found that the strategy of using mind mapping in the class of classic reading is not clear and standardized,and there is also a lack of research on it is used with the background of double-subtraction,which still needs further exploration.The author hopes to find a viable way to use mind mapping in classic reading.In this paper,the author first clarifies the origin of the research,including the demands of the new curriculum standards on the teaching of classic reading and the real requirements of developing thinking ability under the “Double-reduction” education.Secondly,the author points out the purpose and significance of the research.By referring to the relevant literature at home and abroad,the author determined the research ideas,contents,methods and innovations of the application of mind mapping in the teaching of classic reading in junior high school.Thirdly,it expounds the theoretical analysis of the application of mind mapping in the teaching of classic reading in junior high school.There are relevant conceptual framework and theoretical basis,including double coding theory,brain science theory,knowledge visualization theory and constructivism learning theory,and then it analyzes the value of mind mapping in the teaching of classic reading in junior high school from two aspects of teachers and students.In order to get the situation of classic reading in junior high school and the application of mind mapping,the author adopts questionnaire survey and in-depth interview for the students and Chinese teachers above three grades,the author obtains intuitive data and got the reality of teachers’ teaching.Through conclusion and analysis,it is found that the common problems are as follows: Students’ understanding of classics reading and mind mapping is insufficient,it’s hard for them to use mind mapping;Teachers do not pay enough attention to reading classics and mind mapping,so they can’t give students enough guidance;Teacher’s evaluation is a formality and it can’t instruct students’ enthusiasm.For the problems,the author also puts the practical application strategy.Firstly,we should improve the awareness and attach importance to the guidance of mind mapping,including providing the method to draw a mind map and its structure.Secondly,we should find out the right time for the application of mind mapping.In different stages of classic reading,we should effectively use mind mapping to improve the teaching quality.Finally,to complete the evaluation of mind map,we should discuss it from three aspects: Teacher,student and evaluation results visualization.In the practice of applying mind mapping in the teaching of classic reading,the author takes 20,000 Leagues Under the Sea as a case,this paper expounds the application method of mind map in the teaching of classic reading in junior high school with the specific implementation strategy of two periods,and carries on the reflection and summary of the teaching,so as to accumulate experience for the teaching of classic reading in the future.In order to verify the effectiveness of the application of mind mapping in the teaching of classic reading,the pre-test and post-test were conducted,and the results of two tests and interviews with students were used to give feedback and evaluation,which proved the positive effect of mind mapping on the teaching of classic reading.According to the problems encountered in the practice,the author puts forward some suggestions on the application of mind mapping in the teaching of classic reading in junior high school,including reasonable arrangement of time,emphasis on the perception of the text and the change of teachers’ own ideas.It is hoped that this study can provide reference for Chinese teachers in teaching of classic reading.