Application Of Mind Mapping In Communicative Teaching Of Chinese In Primary School

The "Primary School Chinese New Curriculum Standard [2011 Edition]" states: "Spoken communicative competence is a necessary ability for modern citizens.Students should be able to listen,express,and respond,so that students have the qualities of civilized and harmonious interpersonal communication." The unified textbook has planned the oral communication part,formulated the sequence of training goals,and implemented it in the teaching content of each grade according to a certain gradient,striving to reflect the systematicness of oral communication training.However,due to teachers' insufficient understanding of the sequence and characteristics of teaching materials and the need for written communication to take examinations,the current primary school oral communication teaching has not received enough attention.Front-line teachers still adopt the traditional teaching mode for teaching.Students Oral communication skills have not been well cultivated and improved.In this context,as a teacher,we should strive to find valuable educational resources to change this situation and cultivate and improve students' oral communication skills.Elementary oral communication teaching is contextual,active,interactive,and speculative.Students need to have a variety of thinking skills such as analysis,judgment,reasoning,and induction in the communication process.Mind maps are based on graphic and textual skills,expressing relationships between topics at various levels through interrelated and related hierarchical maps,and establishing memory links between topic keywords,images,and colors,which can open up the unlimited potential of the human brain.There is a certain degree of correlation and agreement between the two,and the level of abstract logical thinking of middle-aged students in elementary school has initially developed.Therefore,it is feasible to apply mind maps to oral communication teaching in middle-aged Chinese.The thesis is mainly divided into the following four parts:The first part is introduction.This section summarizes the problems in the teaching of oral communicative lessons in primary schools,introduces the current research status of the use of oral communicative teaching and mind maps in elementary school Chinese teaching in China,and then proposes the purpose and significance and research of the paper Content and research ideas and methods.The second part expounds the relevant theoretical basis of the application of mind maps in oral communicative teaching from the following four aspects: the interdependent relationship between thinking and language;middle school students are in the stage of transition from children's language to adult language and abstract thinking begins to develop The two main characteristics of the map;the application of mind maps based on the characteristics of oral communication teaching: sorting mind map,cue mind map,creative mind map and communication mind map;mind map applied to oral communication Teaching has the significance of enhancing students 'interest,consolidating their subjective status,improving their oral communication skills,inspiring teachers' thinking,improving their teaching standards,changing the teaching mode of oral communication,and building an efficient oral communication classroom.The third part is the application of mind map in oral communication teaching in middle school.This is the key part of the thesis,which mainly includes the analysis and combing of the teaching goals of oral communication,the analysis of academic situation of oral communication,and the teaching practice of oral communication.With regard to the analysis and combing of the goals of oral communication teaching,the mind map was used to clarify the goals of oral communication from the curriculum standard to the oral communication teaching goals of the grades,and then to the unit's oral communication teaching goals up to each lesson.In terms of academic analysis of spoken communication teaching,the "Three Learning System" has been constructed with the help of mind maps,which has a clearer understanding and analysis of academic sentiment.In the practice of oral communication teaching,with the help of "reminder maps",Practice in two types of oral communication activities.One is the application of "Hint Mind Maps" in monologue oral communication topics,and the other is the use of "Hint Mind Maps" in functional oral communicative topics,which initially formed the "Hint Mind Maps" in monologues Application Patterns of Classes and Functional Spoken Communicative Topics.The fourth part is effect analysis and reflection.Through questionnaires and teacher interviews,the application effect of mind maps in oral communication teaching in the middle of primary school is analyzed,and insufficient reflection is made.