Study On The Application Of Mind Map In The Teaching And Writing Of Argumentative Papers In Senior High School

According to the guiding ideology of the Ministry of Education issuing the general high school curriculum plan and the subject curriculum standard,it is necessary to promote the reform and innovation of the talent training mode,pay attention to the individualized and diversified learning and development needs of the students,and focus on the development of the students' core accomplishment.This gives us as a front-line teacher put forward more strict requirements,need to keep pace with the times,innovate ideas,constantly learn,master more efficient classroom teaching methods,innovative classroom teaching methods,multi-angle,multi-level cultivation of students' innovative thinking and innovative ability.Cultivate students' personality,character and necessary key ability,in the daily classroom teaching,pay attention to the cultivation of students' thinking,break the students' previous solidified thinking.As far as the subject of Chinese in senior high school is concerned,it bears the responsibility of cultivating students to learn to use the language of the motherland.At the same time,it also bears the responsibility of developing students' speculative ability and improving students' thinking quality.In short,learning Chinese can enhance students' identity to the motherland culture and cultivate students' aesthetic taste.In the subject of Chinese,composition,as a kind of text carrier to express human thought,is an important level to cultivate students' core accomplishment.Argumentative writing occupies a great proportion in the high school Chinese classroom,so when teachers change the teaching mode,the writing teaching of argumentative writing should include it.In a social practice,the author was lucky to see a first-line teacher using the form of thinking map to teach students argumentative writing.At that time,the students' feedback was very good,and many students expressed great interest in this new method of writing.This paper consists of two parts: the first part is the introduction.The introduction part mainly discusses from four aspects: analyzing the origin and significance of thinking map research,domestic and foreign research status,literature review and research methods,and thus introducing the text of the article.The second part is the main part of the paper,mainly composed of four chapters.The first chapter mainly uses the questionnaire survey way,analyzes the present high school argumentation writing main question and the reason analysis;the second chapter mainly guides the high school argumentation writing feasibility from the thought map and combines the argumentation writing teaching measure,the concrete classroom teaching writing example to analyze the thinking map in the high school argumentation writing teaching concrete application.The third chapter mainly analyzes the validity of thinking map in argumentation writing,the contrast of students' argumentation writing effect and the possible problems of this method in concrete writing teaching.Combined with the above analysis,the effect of thinking map guiding senior high school argumentation writing is summarized.The conclusion of the fourth chapter,the conclusion part mainly to the thinking map this kind of teaching writing method thinking,in the concrete application should pay attention to the practical problem,through the summary,the reflection,in order to make up for this thesis research insufficiency.