The Application Of Mind Mapping In The Teaching Of Chinese Reading In The High-level Of Primary School Section

The Chinese Language Curriculum Standard for Compulsory Education(2011 Edition)states that reading is an important way to acquire information,understand the world,develop thinking and gain aesthetic experience.The importance of reading teaching is self-evident.Through literature surveys and interviews,the author finds that there are problems in the connection of language reading ability between the high-level of primary school and junior high school,that is,many students who are comfortable reading in the elementary school stage have become incompetent,and the main reasons for the preliminary analysis of the problem are as follows: students lack effective reading thinking training in the high-level of primary school(grade 5~6),have not developed good reading habits,cannot quickly adapt to junior high school reading requirements after entering junior high school,coupled with aggravated learning tasks,a large reduction in extracurricular reading time,insufficient reading,low reading efficiency is the main factor.In response to the above problems,the author proposes to apply the “mind mapping” as an effective graphical thinking tool to be used in the high-level of primary school Chinese reading teaching,through use graphic and textual techniques in mind mapping,the relationships between the topics at all levels are represented by hierarchical structures that are subordinate to each other,and keywords are linked to theme keywords,images,and colors,to fully apply left and right brain functions and promote thinking balanced development.It can help students master the necessary reading skills,improve students' ability to read independently,and ultimately realize the improvement of the problem of “poorly advancing the ability to read between the high-level of primary school and junior high school”.Under the guidance of the theories of constructivism and schemata,the author designed a reading instruction model based on mind mapping;then I used the mind mapping as a tool to carry out teaching practice according to the author's designed teaching model,to starting from the perspective of student individual differences,a hierarchical study of the research objects was designed.To explore the differences in the effectiveness of reading training using mind mapping among the whole,at the same level,and at different levels.Through a period of teaching practice,the author analyzes and sorts the experimental data and concludes that: The mind mapping helps to improve students' reading interest and increase students' reading pleasure experience;it can obviously help students develop good reading habits.There is a certain difference between students in the application of the comprehension ability,analysis ability and summarize ability among the whole,between the same level and at different levels,which is related to students' understanding and application of mind maps.