The Application Research Of Mind Map In Chinese Reading Teaching In Senior High School

Mind Mapping is a visual teaching aid that characterized by presenting the brain’s thinking process in the form of words,symbols,images,colors,etc.Since the mind map came out in the 1960 s,it has been applied widely in the fields of education,including in the teaching of various subjects.Compared with elementary and junior high schools,In the field of Chinese teaching,there are relatively fewer studies on the application of mind map to the teaching of Chinese reading in senior high schools.By applying mind mapping to the teaching of Chinese reading in high school,students will be encouraged to participate in the teaching and learning process more actively,and the efficiency of teaching and learning can be increased,moreover,the status quo of Chinese reading teaching in high school can be improved.Therefore,mind map is a means to break the traditional teaching mode and improve teaching methods.Based on this basic point,this paper will study the application of mind map in high school Chinese teaching.This paper includes the following five parts in total:The introduction mainly elaborates the reason and significance of the topic selection of the thesis,analyses the current research status of mind mapping at home and abroad,especially in the field of education,and it also introduces the concepts and research methods of mind map and Chinese reading teaching.The main content of the first chapter is the value and application principles of mind maps in the teaching of Chinese reading in high school.This chapter first introduces the characteristics of mind map,and then focuses on the value of mind maps applied to students in the teaching of Chinese reading in high school based on cases: inspiring students’ desires to explore,cultivating students’ reading ability,consolidating students’ dominant status in the class.And the first chapter also introduces the value of mind map to teachers: improving teachers’ teaching design ability and stimulating their creativity in reading teaching.Finally,the first chapter also includes it also involves some principles that should be followed when using mind maps — — being educational,scientific,enlightening,and has both generality and individuality.The main content of the second chapter is the implementation path of mind map in Chinese reading teaching in high school.This chapter explains the hand-drawn method of mind map,introduces several representative mind map drawing software.Combined with cases,I will try to Illustrate the application of mind map in different teaching links with some cases,including before class(preparation,preview),during class(import,text exploration,map evaluation,Blackboard design),after class(teaching reflection,review)The main content of the third chapter is the practical case and analysis of mind map in Chinese reading teaching in high school.This chapter uses selected novels,poems,and prose texts in the textbooks(the version of People’s Education Press)as the entry point,applies mind map to the reading teaching process,and conducts practical analysis.The main content of the fourth chapter is the thoughts and suggestions on the application of mind maps to the teaching of Chinese reading in senior high school.This chapter involves the issues that merit attention when mind maps are used in high school Chinese reading teaching.For instance,mind maps should not be used deliberately,we are supposed to learn the knowledge of mind maps systematically,and the drawing of personalized mind maps should be encouraged.And then I will put forward some application suggestions:using mind map to prepare lessons as well as optimize the teaching design;students and teachers work together or students help each other to draw mind maps;drawing mind maps according to the characteristics of the article genre and optimize blackboard design;comparing the mind map before and after class to make progress in reflection.