Study On The Intervention Of Mind Mapping Teaching On Picture Book Reading Comprehension Ability Of Children With Mild Intellectual Disability

Reading is an important way for people to acquire information,understand things and develop their thinking.It is also a basic skill for students to adapt to daily learning and life.In the "Compulsory Education Curriculum Standard for the Cultivation of Children with Mild Intellectual Disability(2016 Edition)",the goal of life language curriculum clearly proposed that students should "have the preliminary reading ability","be able to read simple picture books or children’s literature works".However,some researches have found that children with mild intellectual disability have difficulties in reading comprehension,such as lack of awareness of text structure,poor ability of retrieving and organizing information,low level of summarizing the content of the text,and not good at inferring from the content of the text.Therefore,it is very necessary and urgent to study the teaching intervention for children with reading comprehension difficulties.Based on the whole brain learning theory,mind mapping combines the left brain which is responsible for intellectual activities such as writing,sequence,reasoning and the right brain which is responsible for intellectual activities such as color,picture,emotion.Mind mapping is a form of knowledge visualization in teaching application.It can present the text structure and content of reading materials in the form of color,image,graphics and other visual elements,so as to reduce the difficulty of children’s cognitive compliance and understanding in language,and enhance the memory and learning effect.There have been a large number of empirical studies in China that show that the application or teaching of mind mapping can help ordinary children improve their Chinese reading comprehension ability and stimulate their interest in learning.Therefore,mind mapping teaching is feasible in improving the reading comprehension ability of children with intellectual disability.In this study,three children with mild intellectual disability from grade 6 to grade 7in special education school were taken as the research object to explore the intervention and maintenance effect of mind mapping teaching on children’s picture book reading comprehension ability.The study was divided into three stages: baseline period(A),intervention period(B)and maintenance period(C).In the baseline period,there is no teaching,only reading comprehension test;in the intervention period,mind mapping teaching is carried out.After each unit teaching,the picture book story consistent with the difficulty of teaching materials is used for testing,and the subjects are required to draw their own mind map of the picture book story and answer the reading comprehension test questions;in the maintenance period,no teaching is carried out,only reading comprehension test is carried out.The subjects were asked to draw the mind map of the picture book and answer the questions of reading comprehension test.By collecting relevant data,using visual analysis and effect processing,the researcher obtained the following research results:1.The intervention of mind mapping teaching on reading comprehension ability of children with mild intellectual disability has immediate effect and maintenance effect.2.The intervention of mind mapping teaching on the shallow comprehension ability of children with mild mental retardation has immediate effect and maintenance effect.3.The intervention of mind mapping teaching on the deep comprehension ability of children with mild intellectual disability has immediate effect and maintenance effect.4.The differences between subjects in teaching intervention and maintenance effect are influenced by other factors,such as their own memory ability,the mastery of story structure identification,the ability to extract key words,and the drawing level of mind map.5.The social validity of the intervention of mind mapping teaching on reading comprehension ability of children with mild intellectual disability is good.All the three subjects thought that mind mapping teaching was helpful for them to understand the structure and content of picture book story,and the teaching was affirmed and loved by the subjects.Both teachers of life Chinese also believed that mind mapping teaching improved the reading comprehension ability of the subjects,and the teaching wassupported and recognized by the teachers.Based on the research process and results of this study,the researcher puts forward the following suggestions: in the future research,we should expand the scope of the research subject;enrich the evaluation dimension of reading comprehension ability;expand the application of mind mapping teaching in other types of reading materials;speed up the research and development of the software related to the readability analysis of localized texts in China’s mainland.In the future teaching,we should choose reading materials more close to the subjects’ daily life;pay attention to the teaching of key words extraction,give full play the role of teacher demonstration;increase the number and time of teaching,consolidate the learning effect of the subjects;paste instead of hand-painted mind map,reduce the frustration of the subjects.