The Application Research Of Mind Map In Primary School Composition Teaching

Training students' ability of listening,speaking,reading and writing is an important task of primary school Chinese teachers.Among them,writing teaching is the most important part of Chinese teaching.Nowadays,students often feel lacking of language and logical thinking in their writing process.It is also difficult for teachers to provide proper guidance for students before writing.For a long time,primary school composition teaching mostly focused on the training of writing content and writing skills,ignoring the cultivation of students' writing thinking.The primary school stage is the best time to train the students' thinking development.Therefore,I think the primary school composition teaching should strengthen the students' thinking training and improve the quality of composition teaching.Mind map is an effective graphical thinking tool to train students' divergent thinking.It visualizations the information stored in students' brain by using pictures and texts,so as to help students organize their minds and organize language.In the author's opinion,the effective application of thinking map in the composition teaching can improve the writing situation of the composition,solve the students' low interest in writing,the content of the article is different,the logical thinking is confused,and the language is not clear.In the current school education,some teachers have begun to try to apply the thinking map to the composition teaching,but in the process of implementation,the teachers have some puzzles.Therefore,the author will reveal the problems existing in the teaching of composition teaching through the questionnaire and interview,and put forward the corresponding countermeasures in order to improve the efficiency of the composition teaching in primary school.There are five parts in this paper.The first chapter mainly discusses the background of the study on the application of thinking map in primary school composition teaching,the significance and value of the research,the current situation of the related research on the current thinking map and the application of thinking map in Chinese teaching,and expounds the main contents of the research method and the paper.The second chapter is the definition and theoretical basis of this article.The author expounds the connotation and extension of the thinking map and the theoretical basis for the application of thinking map in the teaching of composition,which include the theory of modern brain science,the schema theory and the constructivism theory.The third chapter is the purpose and design of questionnaires and interviews are introduced,and the results of the research are analyzed.The fourth chapter reveals the problems found in the study,which include the lack of teachers' consciousness of cultivating students' active application of thinking map writing,the lack of teachers' accurate understanding of thinking map,the lack of strategies and fuzzy evaluation basis in the application of thinking map in composition teaching.In order to solve these problems,three strategies are put forward,that is,to strengthen the teacher's knowledge of the theoretical knowledge of the thinking map,to strengthen the research on the teaching practice of the teacher's application thinking map,and to evaluate the contents of the students' application of the thinking map of the students,and the teachers to evaluate the language form of the students' application of the thinking map.The fifth chapter is the summary and prospect.The author first summarizes the main conclusions of this study,and analyzes the shortcomings in the study,and puts forward the direction for further research in the future.