Research On The Application Of Mind Map In Chinese Reading Teaching In Junior Middle School

Reading ability is a fundamental and important ability in Chinese learning,which not only helps students accurately obtain text information,but also extends their good reading ability to the level of listening,speaking,and writing,improving their ability to listen to main information,enriching their ability to use words and sentences in language expression,and improving their writing skills.When students enter junior high school,they learn more subjects than in primary school,and their learning pressure increases accordingly.Many students have the problem of passive reading and thinking,resulting in the idea that Chinese learning is boring and useless.Therefore,the teaching of Chinese reading needs to have a new attempt in teaching methods,create opportunities for thinking collisions in the classroom,mobilize students’ enthusiasm for reading,and attach importance to students’ thinking development in reading learning.Mind mapping is a visual thinking tool that can stimulate and organize thinking,and present non-linear thinking in graphical form.Applying mind mapping to the teaching of Chinese reading,on the one hand,can enable teachers to pay more attention to combining students’ interests in the process of reading teaching to stimulate students’ thinking,thereby allowing students to not only see the content of the article,feel the author’s state and emotions,but also enhance their reading experience through life experience.On the other hand,it can enable students to use mind maps to organize their own thinking information,deepen their understanding of knowledge,consolidate their reading learning achievements,and help them recall the knowledge points of reading learning.Based on the concept of mind mapping,the characteristics of mind mapping,and the theory of using mind mapping in learning,this article introduces the basic concepts and drawing rules of mind mapping according to the reading and evaluation requirements for teachers and students in the "Chinese Curriculum Standards for Compulsory Education",explains the rationality of combining mind mapping with junior high school Chinese teaching,and analyzes its application value in junior high school Chinese reading teaching.Through a survey of the application of mind mapping in Chinese reading teaching in junior high schools and a summary of students’ misconceptions when drawing mind mapping,this paper concludes the points that teachers should pay attention to when using mind mapping in Chinese reading teaching,proposes strategies for the application of mind mapping in Chinese reading teaching,and applies the strategies to specific chapters in the first volume of Chinese textbooks for Grade 8.