| The mind mapping systematically presents the complex knowledge in a concise way to represent the knowledge in the most intuitive,vivid and concise way and expand the correlation of knowledge.Existing studies can verify the important value of mind mapping in the new lecture-based learning for reading,writing and literary Chinese,but mind mapping can also be expanded to the review of Chinese Language and Literature in grade 3 of senior high school.Considering the complexity of the knowledge structure of Chinese Language and Literature in grade 3 of senior high school,the review shall be carried out comprehensively.The mind mapping is extensively applied in the teaching for review on Chinese Language and Literature in grade 3 of senior high school: from overall time arrangement and planning to specific review goals setting;from improving the students' review efficiency of Chinese Language and Literature to reducing teachers' teaching workload.According to the schedule,knowledge goals,teaching methods,etc.,this paper probes into the application of mind mapping in the review of Chinese Language and Literature in grade 3 of senior high school based on the specific teaching cases and their comparison.This paper consists of four parts,and each part includes the following contents:The first chapter discusses how to make a plan and use review time appropriately by means of mind mapping.The review time planning for Chinese Language and Literature in grade 3 of senior high school is to make detailed arrangements for the review time of Chinese Language and Literature in grade 3 of senior high school in different levels according to year,month and week,based on the vividness and perceptual intuition of mind mapping,in order to position the review time for students at each phase.The second chapter discusses how to specify the specific goals ofreview on Chinese Language and Literature by means of mind mapping.Based on the comprehensive analysis of suggestions for Chinese Language and Literature teaching and examination given by the curriculum standards,as well as the requirements of examination outline for all parts of Chinese Language and Literature,this paper specifies the detailed,specific and quantifiable review goals through mind mapping to guide students to arrange review for reading,writing and basic knowledge.The third chapter compares the review cases of Chinese Language and Literature in the traditional method and mind mapping method.It specifies the similarities and differences of review on Chinese Language and Literature in the traditional method and mind mapping method in aspects of review goal,review process and review effect,etc.,aiming to optimize the specific teaching mode of the review on Chinese Language and Literature in grade 3 of senior high school.The fourth chapter gives the introspection for the application of mind mapping in the review of Chinese Language and Literature in grade3 of senior high school.This chapter provides specific suggestions for the application of mind mapping in the review of Chinese Language and Literature in grade 3 of senior high school with respect to the improvement of students' personalized review plans and of teachers' teaching guidance.In this paper,the author holds that,with its own advantages and innovations,the review teaching based on mind mapping can improve the efficiency of review on Chinese Language and Literature;the application of mind mapping in review of Chinese Language and Literature depends on the acceptance and familiarity of students and teachers with mind mapping;promoting the review teaching based on mind mapping does not mean to exclude the traditional review mode.Teachers shall flexiblychoose the most efficient review method for Chinese Language and Literature based on the review teaching practice. |
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