The Application Of Mind Mapping In Junior Middle School Chinese Reading Teachin

Reading is an important way to collect and process information,understand the world,expand thinking and obtain aesthetic experience.It plays an extremely important role in developing excellent reading habits and thinking ability of middle school students.Under the background of examination oriented education,there are still many problems in junior high school Chinese teaching.It is very common to blindly pursue the improvement of performance and neglect the improvement of reading ability.There is no teaching method for teachers to help themselves understand the students’ reading ideas and no tools for students to improve their reading ability,which is the key factor that causes this phenomenon.Mind mapping is a very effective method.Children can break through thinking patterns,divergent thinking through it.Combining pictures with words will make abstract problems become intuitive,which can help students quickly understand the content of the text and is also more conducive to their acceptance and memory.In this paper,the author takes the use of mind map in Chinese reading teaching in junior middle school as a breakthrough,focuses on exploring the beneficial effects of combining the teaching of Chinese reading in junior middle school with the use of mind map,and puts forward corresponding application strategies in teaching.The introduction mainly expounds the origin of the research,the research status,the research content,research methods and research significance at home and abroad.The main body first elaborates the concepts related to mind mapping,laying a solid theoretical foundation.Then,it discusses mind map and Chinese Reading Teaching in junior high school.Basing on the survey results of students,the author explores the current development of Chinese reading teaching in junior middle schools and promotes the formulation of relevant strategies after the introduction of junior middle school Chinese reading teaching and mind mapping from both theoretical and practical levels.Last,According to various teaching practices based on junior middle school Chinese reading teaching and mind map application and the unified edition of textbooks,the author divides Chinese reading into these three different course types to guide students to draw a thinking map: the teaching and reading class type taking "back" and "departure form" as examples,the self-reading class type taking "a small peach tree" as examples,and the extracurricular reading class type taking "morning flowers and sunset" as examples.In the research of this paper,the author respectively takes the mind map drawn by himself and students as an example to explore the potential drawbacks of mind mapping in the current Chinese reading teaching in junior middle schools,giving full play to the role of visualization tools.