Research On The Influence Of Collaboration Based On Mind Mapping On Pupils' Chinese Writing

As the main subject of mother-tongue education,Chinese language has always been valued in the field of education in China.Especially in the context of the new curriculum reform,the importance of the language subject is more prominent.Language is a basic subject,and it is the ideological tool for people to communicate.Writing is the basic of this basic subject.Writing is also one of the four basic skills of listening,speaking,reading and writing in Chinese education.Good writing ability is very important.However,there are many problems in the traditional Chinese writing class.The most fundamental problem is that the Chinese writing course lacks specialized courses.Therefore,in the face of writing problems,the usual practice of teachers is to let them imitate excellent compositions,which leads students to hate writing and even Fear of writing.The Chinese writing class needs to be improved by effective teaching strategies and methods.Collaborative learning is a teaching model that conforms to the new curriculum concept.Some scholars have pointed out that collaborative learning can effectively work in Chinese writing.In collaborative learning,students can break the limits of self-level,and achieve the goal of acquiring new knowledge through the division of roles and collaborative discussions of the group.It is an effective learning method that can increase students'interest in learning.However,in the process of collaboration,Students' effects due to lack of supervision are mixed.Mind maps help learners help students supervise thinking activities while learning,especially when writing student notes,as an effective learning tool.Based on this,the author tries to use the mind map to explore the effect of primary school students' Chinese writing in collaborative learning.In this study,the author first analyzes the current situation of the problems in the writing of students in primary schools in China through the literature method.Then,through the questionnaire survey method,the students' basic attitudes about writing attitudes and writing difficulties were investigated.Two language teachers were asked to help test the level of their composition and prepare for the experimental group design and student selection.Then,using the quasi-experimental research method,the experimental group and the control group were selected,and they were collaboratively grouped according to the knowledge complementarity.The two experimental teaching design methods prepared in advance were used for writing teaching activities.The experimental class and the control class use the same teaching content.The difference is that the experimental class has the use of mind mapping to assist learning in collaborative Chinese writing.Finally,through the questionnaire survey method and content analysis method,the influence of the collaborative learning strategy based on mind map on the learning effect of primary school Chinese writing is explored.Statistical analysis and comparative analysis of pre-and post-test data were performed using SPSS 24.0 software,and the final conclusions were obtained by combining the interview data.Finally,the study concludes that collaborative learning based on mind mapping can improve students' ability to select and organize organizational materials,and it is best for students with medium initial level;it also helps students write interest and Increased confidence in writing.In general,the collaboration based on mind mapping has a positive and positive impact on the writing of students' language.The specific expression is the broadening and clarity of the students' writing ideas and the students'enthusiasm for writing,confidence in writing,writing.Increased ability.