Action Research On Using Mind Mapping To Improve Children’s Picture Book Reading Comprehension Ability

The ability of reading comprehension plays a vital role in the development of young children.How to improve the ability of children’s reading comprehension has attracted wide attention from researchers and all sectors of our society.Because of its intuitive and visual illustration,mind maps can help young children to extract picture information and understand the plot through the way of picture perception,so as to enhance children’s understanding of the content of the picture book.Therefore,based on many years of experience in front-line work and interest in the study of mind maps,the author determines to choose "using mind maps to improve young children’s reading comprehension in the teaching of picture books" as the research topic,taking the senior kindergarten group from A Kindergarten in P City,Fujian Province as the research object,and using the method of action research to carry out practical exploration of this subject.Before the implementation of the action study,the author adopted the "Early Reading Experimental Research Survey" to test the reading comprehension ability of the senior group from A Kindergarten in P City,and analyzed the existing problems of these children in the reading of picture books.On this basis,the author carried out team discussions,selected the picture books,and designed the program of the action research.Later on,the author and the teachers taking part in this action study launched two rounds of action research,using mind maps to implement the teaching of picture books.Each round of action research was divided into three parts: teaching design,teaching implementation and teaching reflection,and completed with three teaching activities.In practice,the effect of the teaching activities was examined through three dimensions: children’s cognition of the basic information,the cognition of the plot and the understanding of the subject;meanwhile,the teacher’s personal reflection and team discussion were gone over,and the experiences and problems were analyzed to provide the basis for the next round of the action research program.After the two rounds of action research,the "Early Reading Experimental Research Survey" was used to re-test the reading comprehension ability of these children and SPSS22.0 was used to compare and analyze the reading comprehension ability of young children.It was found that the use of mind maps in the teaching of children’s picture books,after two rounds of action research,significantly improved the reading comprehension ability of young children.Specific performance is shown as follows: firstly,the use of mind maps in the teaching of children’s picture books can effectively improve the reading comprehension ability of young children;secondly,a mind map intuitively and clearly presents the frame of the picture book,and improves the child’s cognition of the basic information of the picture book;thirdly,the process of jointly extracting information,discussing and communicating,and drawing a mind map effectively promotes the children’s cognition of the plot of the story;fourthly,the process of sharing the story with the help of a mind map promotes the children’s understanding of the theme of the picture book.Finally,the author,using the relevant theory,combined with the front-line practical experience,would like to put forward the following suggestions: firstly,improve the teacher’s understanding of mind maps;secondly,improve the teacher’s ability to use mind maps in the teaching of picture books,thirdly,fully respect young children’s leading role during teaching.