An Application Research Of Mind Map In The Teaching Of Chinese Reading In Junior High Schools

The information age puts forward new requirements for the cultivation of students’ reading ability.The cultivation of students’ ability of reading information,knowledge selection and generalization is the educational reform of school education to adapt to the changes of social environment.The traditional school education determines the level of students’ Chinese reading ability through the test results.Students do the reading test paper mechanically in order to improve the reading scores.However,the improvement of students’ thinking ability and connotation quality can not be directly measured by reading test scores.As a new concept,mind map is introduced into the teaching system of Chinese reading in schools.The mind map drawn by students can reflect the differences of reading information and knowledge selection between different students in the process of reading.Teachers adjust and formulate the application strategies of mind map in the teaching of Chinese reading in junior high schools according to the differences of reading information and knowledge selection between different students in the process of reading.The research expounds the reason,purpose and significance of the topic,the researchers read and consult the relevant literature review at home and abroad,and determine the research ideas and methods of mind map in the teaching of Chinese reading in junior high school.This paper expounds the core concept definition of mind map,the "Trinity" in the teaching of Chinese reading in junior high school and the teaching mode of mind map reading,and introduces the theoretical basis of the application of mind map in the teaching of Chinese reading in junior high school,including brain science theory,schema theory,knowledge visualization theory and constructivism theory.At the same time,it discusses the application principles of mind map in the teaching of Chinese reading in junior high school,including the principles of organization,from easy to difficult,initiative,habit and independence.In the process of using mind map in Chinese reading teaching,this study hopes to understand the current situation of mind map application in the teaching of Chinese reading in junior high school through more intuitive questionnaire survey and interview,and implement two rounds of mind map application teaching practice in the teaching of Chinese reading in junior high school,so as to make the adjustmentand formulation of the implementation strategy of mind map in Chinese reading teaching.In the process of implementing the teaching mode of mind map to improve the students’ internal thinking ability and connotation quality,the researcher first designs the application steps of mind map in the teaching of Chinese reading in junior high school,starting from three aspects:Pre-class preparation,classroom activities,after-class evaluation and reflection.Pre-class preparation includes :Teachers determine the purpose of application;teachers study the text and determine the type of reading class;teachers design students’ preview study plan.There are four forms of application activities in class: the first one is that the teacher prepares the effect map of mind map before class,and then explains the contents of different styles of texts as a whole.In the second form,the teacher gives the students enough time to create freely in class,and then gives them proper guidance.In the third form,the teacher explains the contents of the texts in different styles in class,and the students create the mind map after class.In the fourth form,teachers interact with students in class to complete the creation of mind map.After-class evaluation and reflection includes: the evaluation and reflection of classroom teaching activities and the evaluation and reflection of mind mapping.In view of the existing problems,the research puts forward corresponding improvement suggestions.From the perspective of students,suggestions include: increase the drawing time of mind mapping before or after class;group cooperation and active learning;diligent reading and accumulation of connotation.From the perspective of teachers,the suggestions include: actively changing the teaching concept,increasing the number of teachers using mind maps;improving teachers’ professional teaching theory literacy;sharing teachers’ teaching application experience.The suggestions from the school include: actively advocating the application of mind map in the teaching of Chinese reading in junior high school;providing the practice space for teachers’ mind map in Chinese reading teaching;encouraging students to pay attention to the accumulation of reading.From the application of mind map in the teaching of Chinese reading in junior high school,the improvement strategies include: choosing the appropriate content of Chinese reading teaching;controlling the drawing time of mind map in class.