The Application And Exploration Of Mind Map In Chinese Character And Word Teaching In Primary School

With the continuous advancement of the new round of curriculum reform,the ministry’s edition of primary school Chinese textbooks has been implemented.The traditional word teaching method uses mechanical means as a way of memorizing,which has led to some problems such as low learning efficiency,lack of creative thinking,poor teaching effects and so on.The effectiveness of teaching Chinese words in primary school has gradually become the focus.In this regard,this article delves into the effectiveness and significance of the application of mind maps in the teaching of Chinese words in primary school.This article uses literature research method,case analysis method and comparative research method to explore the application of mind maps in the teaching of primary school Chinese words.On this basis,the article absorbs the essence of mind map theory,deeply reflects on the problems existing in the application of mind maps when teaching Chinese words in primary schools,and then further proposes problem-solving strategies.This thesis is mainly divided into three parts: introduction,main body and conclusion.The introductory part is about the origin and significance of topic selection,and the application of mind maps in primary school Chinese from 2000 to 2019.The innovations and difficulties of topic selection are also explained in this part.At the end of this part,the thesis proposes research methods.The main body is divided into three chapters.The first chapter makes clear the related concepts and research foundation of mind maps in the teaching of Chinese words in primary schools.At the same time,it summarizes the current teaching situation in the field of Chinese words in primary schools in China,clarifies the theoretical basis,and compares mind maps with other teaching methods.The second chapter focuses on the application of mind maps in literacy and vocabulary teaching,and sorts out the commonality and personality of mind maps in word teaching.The emphasis of the third chapter is the implementation of specific cases: to collect and analyze related cases,and then discover problems in actual teaching.In the final of this part,relevant suggestions are made from the perspective of teachers and students.The last part concludes this thesis,and points the value and insufficiency of this study as a conclusion.