Study On The Application Of Mind Mapping In The Teaching Of Foreign Chinese Elementary Comprehensive Courses

As the most important course in the initial stage of teaching Chinese as a second language,comprehensive classes have achieved certain research results.However,due to the special nature of teaching Chinese as a foreign language,how to improve the teaching methods of comprehensive lessons according to local conditions,improve the teaching level,improve students' interest in learning,and ensure students' learning results are still worthy of attention.Mind maps were proposed by Tony Bozan,a British scholar,in the 1970 s.In recent years,Mind Maps has gradually been introduced into the field of teaching.At present,most of the research on mind mapping involves research in science and English teaching.This study attempts to apply mind mapping to the teaching of integrated Chinese as a foreign language.Try to use mind maps to develop students' ability to diversify their thinking and learning,improve classroom learning efficiency and integrate knowledge in order to improve students' Chinese proficiency.In terms of teacher education,this study attempts to provide teachers with a feasible teaching method in order to have a positive impact on the teaching of integrated Chinese as a foreign language.This study first elaborated the background and significance of the study,provided support for the feasibility of the study,and reviewed related domestic and foreign literature to understand the direction and content of previous research.The related concepts,characteristics,drawing methods and teaching applications of mind mapping are introduced.The constructive learning theory and knowledge visualization theory are used to provide theoretical support for the teaching of Chinese as a foreign language for mind mapping.Based on this,we will use examples to show how teachers use mind mapping to teach and how students use mind mapping to learn.This study lasted for four months.At the Confucius Institute at Sarajevo University in Bosnia and Herzegovina,the author studied two groups of young students.Using the method of comparative experiment,the two groups were labeled as the experimental group and the control group.Tests,questionnaires,and interviews were used as research methods during the experiment.Test results,questionnaire results,and interview results are used as indicators of effectiveness.Through statistical analysis of these data,it has been found that the use of mind maps in integrated Chinese as a foreign language helps to improve the students' Chinese proficiency.It can improve students' language skills and interest in learning and has a positive impact on the teaching of integrated Chinese as a foreign language.