Study Of Mind Mapping In Intermediate Level Reading Courses Of Teaching Chinese As A Second Language

Nowadays,more and more people around the world learn Chinese.The breadth and depth of Chinese education in the dissemination of Chinese culture are increasing.Chinese education has not only entered various countries,but also entered various teaching stages.From cooperation with universities in the past to gradually entering the classrooms of primary and secondary schools,Chinese education has a wide influence in the world.In the past HSK intermediate reading classes,teachers mostly used the traditional teaching method,that is,explaining the content of the text,asking the learners to answer questions after class,and then learning the new text.Teachers pay too much attention to the completion of class tasks,coupled with boring and spoon-feeding teaching methods that make learners very passive,resulting in low participation in class,decreased interest,low language output in class,low efficiency and low language expression and retelling ability,and the final class effect is not ideal.Teachers are the guidance of the classroom.How to give a good reading lesson is a problem that every teacher in Confucius Institute must think about.In view of the problems arising from the traditional teaching methods,the author began to think about the origin and solutions of the problems.Mind mapping is a kind of thinking expression tool and cognitive tool,which establishes a structural schema with a central content scattered outward like a branch according to the divergent characteristics of thinking.In the current education of primary and secondary schools in China,the teaching of various disciplines has begun to pay attention to the research of mind mapping,and gradually try to use mind mapping as a tool for teaching in the classroom.It is found that mind mapping can deepen students’ memory and promote students’ learning enthusiasm.First,it can summarize the learned content in the same framework,improve students’ learning efficiency and enhance memory.Second,it can also provide students with opportunities for brainstorming,help students form more complex ways of thinking,and then improve students’ language ability.This paper consists of five parts:The first part is the introduction.The author introduces the research background,domestic and foreign research status,research methods and the significance of the topic.The development of mind mapping is fast in recent years.Mind mapping is widely involved in the field of teaching,but its number is relatively small in the research of Chinese as a foreign language.The second part introduces basic theories of education,mind mapping and second language teaching.This paper expounds the drawing steps and theoretical basis of mind mapping,and combines it with second language acquisition theory and language teaching.The third part introduces the inspiration and reference of the application of mind mapping in English teaching and the teaching of Chinese as a second language.Through the comparative analysis of the two,the method of applying learning mind mapping to English teaching and the reference significance of this study.The third section discusses the inspiration and reference of this paper according to the contents of English teaching,that is,the influence and inspiration of researching mind mapping in international Chinese education reading class teaching.The fourth part introduces the specific application of mind mapping in reading teaching.This part is the teaching design and practice of mind mapping in reading class.The author’s teaching object is HSK3-HSK4 learners.The author introduces in detail the specific steps of hand-drawn mind mapping and software making mind mapping.Combined with the textbook "Developing Chinese(2nd Edition)Intermediate Reading I",it is mainly designed in the following three aspects,namely vocabulary,grammar and text.In addition,the author will carry out teaching practice in class,and select "Talking about Online Shopping" from "Developing Chinese(2nd Edition)Intermediate Reading I" to record and analyze teaching cases.The author made a pre-class questionnaire,and analyzed and reflected on the teaching results and questionnaire data.This is followed by the second round of research on the application of mind mapping in reading teaching.Adjusted the teaching,identified new problems,and improved the plan in the second round of research.It is still the teaching of vocabulary,grammar and text content.The author selected "A Cover Letter" from "Developing Chinese Intermediate Reading I"(2nd Edition)to record and analyze the teaching case,and analyze the achievements of learners.The last section is the analysis and reflection based on the teaching results and questionnaire data.The fifth part is the summary and prospect of the research.This paper summarizes the advantages and existing problems of applying mind mapping in intermediate reading class,puts forward teaching suggestions for reading class,and expounds the limitations of research and future prospects.