Research On Junior Middle School Group Reading Teaching Based On Mind Mapping Method

In the 1960 s,Tony Buzan,the world-famous psychologist and father of memory,first proposed the concept of “mind map”,which was widely used in various fields of business,teaching and life.Because of its elaboration and vivid display of brain thinking structure is respected,its potential teaching value has also attracted the attention and thinking of the majority of educators in China.As a brand-new thinking training tool,mind map presents orderly information in a visual expression.It is easy to operate.It can help students quickly comb the text structure when used in reading teaching.It can simulate the brain’s nervous system with the central keyword as the starting point.Radiant thinking around,and can effectively summarize reading points,thus improving students’ ability to divergent thinking and integrate thinking.Group reading is a kind of organization mode relative to a single text.The open teaching of group reading teaching,the interaction of text combination and the generation of collective structure make up for the shortcomings of Chinese single teaching and optimize the language classroom.The teaching structure,enriching the teaching methods of Chinese,and realizing the goal of teaching texts to teach Chinese have certain practical significance.Looking at the current reading class,the students’ reading text is not deep enough,the understanding is not comprehensive enough,thestudents’ reading ability and thinking ability are lacking,the students’ interest is not high,and the teaching mode is single,which leads to low reading efficiency.Based on the consideration of the above practical problems,combined with the discussion of the significance of mind map and group reading teaching,the author puts his eyes on the research of group reading teaching based on mind map method,trying to use the mind map method.To build a group reading network system,broaden students’ reading horizons and improve students’ reading ability.This article is divided into four parts.The first chapter discusses the relevance of mind mapping method and group reading teaching from two aspects of meaning and nature.Firstly,from the two concepts of mind mapping method and group reading teaching,the paper discusses the relationship between the two points from the focus point,the structure connection point and the stereo network.Then,through the analysis of mind map and group reading teaching The nature expounds the relationship between the two aspects from the three aspects of multi-connection,self-exploration and divergence aggregation.The second chapter explores the rationality of the mind mapping method applied to the teaching of group reading in junior high school from the practical basis and theoretical basis of the application.Interpretation can improve the reading ability,integrate the reading of the group,andconstruct the reading system by means of the mind mapping method.The third chapter and the fourth chapter are the main parts of the full text.The third chapter analyzes the structure of the mind map from the operational level.Types: divergence,aggregation and line,then introduce three kinds of composition methods of group reading teaching: parallel class,intertextual class and dissimilar class,which lays the foundation for the later classroom paradigm modeling,so that teachers can use different The type of mind map corresponds to different group texts.The fourth chapter is based on mind map method for group reading teaching modeling and review.The specific lesson shows the use of the mind maps of the three groups of reading composition: contrast,solution and homomorphism,and finally from the lack of perceptual thinking,the deviation of conceptual cognition and the misunderstanding of practical operation.The difficulty of mapping application in the teaching of group reading is to reflect and examine,in order to provide reference for teaching practice.