Applied Research On Mind Maps Improving Key Competency Of Chinese Of Junior High School Students

In 2017,the Ministry of Education clearly defined the concept and connotation of key competency of Chinese in Senior High School Curriculum Program and Standards for Chinese and Other Subjects,which provides an accurate target direction for the teaching of Chinese in different phases.As the critical stage for the cultivation of key competency of Chinese,junior high school Chinese education is at the middle stage of primary and secondary education,which links compulsory education and high school education,so how to grasp this stage to cultivate the key competency of Chinese of junior high school students in the teaching needs to be solved.As a kind of multi-purpose thinking tool like Swiss Army Knife,mind maps can be used in the teaching to effectively cultivate the key competency of Chinese of junior high school students specific to their psychological characteristics as well as the characteristics of the learning phase.Based on the requirements of the cultivation of key competency of Chinese,the methods of literature research,educational action research and educational experience summary were used specifically to the psychological characteristics of junior high school students to explore the value and strategy of improving the key competency of Chinese of junior high school students in the teaching.This research consists of the following four parts.The first part introduces the background,significance,status,objectives,methods and innovations of this research,in which the research significance is expounded from the characteristics of mind map,learning and teaching.It puts forward that mind maps as a kind of multi-purpose thinking tool like Swiss Army Knife can be used in the teaching to effectively cultivate the key competency of Chinese of junior high school students specific to their psychological characteristics as well as the characteristics of learning phase from the perspective of teaching and learning,for it both helps junior high school students improve the way of Chinese learning,construct the Chinese knowledge system,develop their thinking ability and improve their learning interest and helps teachers develop and integrate teaching contents and optimize teaching means.As found in the review of existing research,there has been a lot of research on the application of mind maps to the teaching of Chinese,but there is no concrete research on the application of mind maps to improving the key competency of Chinese of junior high school students.The second part is a theoretical analysis,which provides a theoretical basis for the application of mind maps to improving the key competency of junior high school students.First,the concept,constituent elements and cultivation requirements of key competency of Chinese were defined.Based on the cultivation orientation of key competency of Chinese,the theory of developmental psychology was used to expound the important position of junior high school in the improvement of key competency of Chinese from the characteristics of junior high school stage as well as psychological characteristics of junior high school students,and a judgment was made that the junior high school stage is the critical linking period for the improvement of key competency of Chinese,so junior high school students are in the critical transition period to improve their key competency of Chinese.Based on the requirements of key competency of Chinese,characteristics of junior high school stage,psychological characteristics of junior high school students,and characteristics of mind maps,the theory of cognitive psychology was used to analyze the value of mind maps for the junior high school students to improve their key competency of Chinese and demonstrate that in the form the application of mind maps can provide the image carrier and assistant “crutch” for junior high school students in language self-learning.In terms of language construction and application,it helps them in language accumulation,language integration,and cultivation of language sense,language rule as well as language communication and context.For thinking development and promotion,the thinking characteristics of mind maps help them develop their abstract thinking based on imaginal thinking,the thinking imaging function of mind maps helps them improve their thinking quality,and the divergent thinking function of mind maps helps them create thinking development.In terms of aesthetic appreciation and creation,the application of mind maps helps them better understand,appreciate and create beauty,and in terms of cultural inheritance and understanding,it helps them understand,use and inherit the culture.The third part,based on the theoretical basis as well as the characteristics of the Chinese textbooks for junior high school edited by the Ministry of Education,explores,summarizes and optimizes the practice of applying mind maps to the teaching of Chinese,which puts forward the strategy of applying mind maps to the teaching of thematic unit,contemporary Chinese reading,classical Chinese,composition and classic reading to improve the key competency of Chinese of students.For the application of mind maps to improving the key competency of Chinese of students in thematic unit teaching,mind maps can be used to clarify unit relations,develop learning plans and summarize stylistic features.In the teaching of contemporary Chinese reading,mind maps can be used to create classroom notes and promote reading comprehension and cooperative inquiry.In classical Chinese teaching,mind maps help connect classical Chinese words and sentences,build memory framework and review knowledge.In terms of composition teaching,mind maps can be applied for correct analysis,ingenious conception,and structure layout.For the teaching of classic reading,mind maps can be used to give the direction for reading,clarify the plot,analyze the characters and summarize.The fourth part,based on the problems and difficulties encountered in practice,puts forward some recommendations on the application of mind maps to improving the key competency of Chinese junior high school students.Specifically,Chinese teachers should strengthen their awareness to cultivate key competency of Chinese,promote their skills to use mind maps and popularize the application of mind maps in students,and in addition,information-assisted means should be promoted and in-depth research should be carried out on mind maps promoting key competency of Chinese.