A Study On The Optimization Strategy Of Middle School Chinese Reading Teaching Based On Mind Map

Reading in primary school Chinese teaching is incomparable compared to other content.On the one hand,it is a medium to communicate literacy and writing,and an important way to improve students’expression and communication.On the other hand,good reading ability can not only enhance students’understanding of the text and enrich their emotional experience,but also improve students’Chinese literacy and shape their personality.However,in the specific practice of reading teaching,there is always the phenomenon of polarization between"constrained teaching materials"and"excessive expansion"Therefore,how to better promote students’reading ability and literacy through reading teaching is the core issue and key of this research.This study will be based on the teaching of Chinese reading in the middle of primary school,this study tries to introduce mind map as a new reading teaching form to solve this problem on the basis of consulting relevant literature and practice.While highlighting the assistant role of mind mapping in students reading learning,it combines students’ autonomous learning,student-student cooperation and teacher presentation to enhance students motivation and interest in reading learning,help students master reading learning methods and construct knowledge system,and also help to highlight the concept of autonomous learning and individualized reading advocated in the new curriculum standard.First of all,the author expounds the research background and significance of mind map and primary school Chinese reading teaching through the relevant literature,and the status quo and results of the mind map in education and teaching,and decides to adopt action research method,questionnaire survey method and case analysis method as the main research methods.Secondly,this paper defines and discusses the core concepts and theoretical basis around the research topic,establishes the theoretical framework of reading teaching based on mind map,and analyzes the feasibility of mind map in middle reading of primary school from the perspectives of theory and practice.Based on this,a practical survey was conducted.The author selected students from class 3,grade 4,middle section of M primary school in xi ’an as the research object,and collected relevant materials and data of using mind mapp:ing in middle section of primary school reading teaching through questionnaire survey,case record and reflection,and regular reading proficiency test.After three action studies,the problems in the implementation process were summarized and reflected,and the collected data and data were statistically analyzed to verify the effectiveness of mind maps in the middle of primary school reading teaching,the results of the action research also show that the map is indeed helpful to improve the Chinese reading ability and level of Students in the middle of primary school.Finally,based on the results of practical reflection and action research,this study proposes further optimization strategies and recommendations from both teachers and students.Strive to promote the development of students’reading ability while providing a new way for teachers to improve reading teaching.