Research On The Application Of Mind MAP To Chinese Reading Teaching In Junior High School

Reading teaching is an important part of junior middle school Chinese teaching of middle school students to develop good reading habits and ability in the development of his life all play an important role,as the compulsory education Chinese curriculum standards(2011 edition)said: "reading is to collect process information,to know the world,the development thinking,aesthetic experience of important ways." However,there are still many problems in the teaching of Chinese reading in junior high school nowadays.It is still common that students are not allowed to learn to read in the reading class as they blindly pursue the improvement of students’ scores.There are many factors contributing to this phenomenon,but it cannot be ignored that students do not have the tools that can help improve their reading ability,and teachers do not have the teaching methods that can help them understand students’ reading ideas.As a tool of thinking visualization,mind map has been widely used in the field of education since it was proposed.Its features of both pictures and texts,as well as the function of extracting and arranging key information in the article determine the feasibility of its application in Chinese reading teaching.However,the mind map has not been fully applied in the actual teaching in China.Therefore,based on the application of mind map in teaching,the author proposes its application strategy after analyzing the advantages of applying mind map in junior high school Chinese reading.This paper is divided into three parts: introduction,text and conclusion.The introduction mainly elaborated the research reason and the domestic and foreign research present situation,and combined with own research actual situation from the whole elaborated the research content and the research method;The body part is divided into four chapters.The first chapter mainly explains the concept and theoretical basis of mind map,and compares it with the concept map to lay a theoretical foundation for later writing.The second chapter mainly analyzes the problems in junior high school Chinese reading teaching from the perspective of mind mapping,including the deficiencies in teachers’ teaching and students’ reading characteristics.The third chapter discusses the advantages of applying mind map to junior high school Chinese reading teaching.Chapter four puts forward three application strategies for the application of mind mapping in junior high schoolChinese reading teaching.Based on the author’s experience in the teaching of mind mapping,this paper first proposes the principles for guiding students to draw mind mapping.Then,according to the arrangement of textbooks,Chinese reading is divided into three types:teaching reading,self-reading and extracurricular reading.Finally,according to their own experience in the implementation of the summary of three evaluation strategies.This is the research focus of this paper,but also the innovation.The research of this paper takes the mind map drawn by rhe author and students as an exampie,hoping to make up for the deficiency of Chinese reading teaching in junior high schools with the help of mind map,a tool of thinking visualization.