Study On The Current Situation Of The Application Of Mind Mapping In The Teaching Of Chinese Reading In Higher Grades Elementary School

In the observation of class teaching,it is found that mind mapping has increasingly become an indispensable teaching tool in our teaching.Yanji JG primary school have used mind mapping as a subject research in 2015,and actively advocate the school teachers to use mind mapping for their own teaching.This kind of learning form combined with pictures and texts conforms to the cognitive development characteristics of primary school students,which can deepen their understanding of Chinese reading materials and promote their thinking development.Therefore,mind mapping has been widely used in primary school Chinese reading teaching.The application of mind mapping in Chinese reading teaching in primary schools is an active attempt under the background of the new curriculum reform.As the application of mind mapping in Chinese reading teaching in primary schools is more and more widespread,problems are increasingly prominent:for example,the use of formal mind mapping;the lack of communication of mind mapping,etc.The application of mind mapping in primary school Chinese reading teaching students is worth our attention and research.This paper takes the Chinese teachers and senior students of JG primary school in Yanji city as the research objects,and comprehensively uses the research methods such as literature method,questionnaire method,interview method and observation method to conduct a survey and research on JG primary school in Yanji city.First,the author,as an intern,observed the specific situation of Chinese teachers and students using mind mapping.Through a questionnaire,the author investigated the current situation of Chinese teachers’ teaching application and senior students’ learning application.In order to better understand the real feelings of Chinese teachers and students on the application of mind mapping in Chinese reading teaching,the author conducted an interview.Then,the author used SPSS.20 to sort out and analyze the collected data,and found that:mind mapping is used in primary school Chinese reading teaching with the purpose of reading comprehension and thinking training.In the process of mind mapping construction,students’ subjective status is absent.The process of mind mapping is formalized,the key words are not condensed deeply,the relationship level of the key words is not clear,the summary is not in place;Primary school students have a weak sense of identity and enthusiasm for the use of mind mapping,and lack of communication and communication in the application process.Through analysis and discussion,the author draws the following conclusions:(1)teachers’ insufficient understanding of mind mapping leads to the application of mind mapping in primary school Chinese reading teaching,which emphasizes reading comprehension and ignores thinking training;(2)the application process of mind mapping is formalized,resulting in poor application effect of mind mapping;(3)teachers lack guidance for students,and the use of mind mapping is monotonous,which leads to students’ lack of sense of identity and enthusiasm in the use of mind mapping in reading teaching.Based on the above problems,the author puts forward the following Suggestions:(1)schools should improve teachers’ understanding and application ability of mind mapping through subject research and teaching training;(2)teachers should construct the mind map of the article according to the characteristics of mind map and the text content;(3)teachers should enhance students’ sense of identity for mind mapping and organize students to actively participate in the construction process of mind mapping.