Research On The Practice Strategy Of Mind Map In The Teaching Of Chinese Reading In The Upper Grades Of Primary School

Chinese reading ability is the foundation of learning other subjects and sciences,and it is a tool for people to exchange ideas.Mind maps are also a tool for expressing one's thoughts and are very helpful in developing students' thinking in the upper grades of Chinese reading class.Actively conducting research on mind maps in Chinese reading education in the upper grades of elementary school has very positive implications.With the development of social economy,education also has new development,new requirements.People in life to obtain information,learn knowledge and understand the world are inseparable from reading.In the elementary education stage,Chinese as the mother tongue curriculum occupies an increasingly important position..As a learning tool that can systematize knowledge and visualize thinking,Mind Map can help teachers to systematize their knowledge.Help primary school students clear their thoughts.This paper consists of four sections:The first part is an introduction that analyzes the current state of mind map research in particular high school grades in Chinese reading education and confirms in theory and importance research on this topic.The second part is to investigate the current state of China's cognitive education mind map in elementary schools,especially considering the research goals,research content,research methodologies,and basic research results.I drew the current state of mind on the high school Chinese reading comprehension map.Use math questions,interviews,class opinions,etc.The third part is an analysis of the main problems and causes of mind maps in teaching Chinese understanding in high school grades.Currently,mind maps have problems teaching Chinese comprehension in elementary school,like negligence in content,lack of communication,and lack of language tests.These problems are mainly caused by a lack of mind mapping specialists,difficulty changing traditional educational models,Lack of systems to measure logical responses and poor identification of assessments.The fourth section discusses the problems in the current situation and suggests ways to improve psychological expression to teach Chinese comprehension in high school.It explains how teachers and students can use mind maps to prepare before class,learn to read,and summarize after class.We hope this method acts as a mind map and is useful for learning.