Research On High School Chinese Reading Teaching Based On Mind Map

Chinese reading has always been the "half of the country" of Chinese teaching.With the deepening and development of Chinese curriculum reform in middle schools,modern Chinese reading teaching is faced with challenges such as fragmentation of reading,utilitarianism of reading and low reading quantity.In recent years,there are more and more studies on Chinese reading,and there are different views on reading methods,reading strategies and even reading objectives.However,the reading thinking behind reading is always outside the reading process.With the increasingly significant requirement of Chinese core literacy for thinking,mind mapping,as a learning tool with memory,analysis and associative transfer functions,has attracted more and more attention from scholars and front-line teachers.First of all,the paper on the problems existing in the Chinese reading teaching in high school and the mind map status of content in Chinese reading teaching in high school,with the aid of michel’s image theory and Sun Shaozhen text reading experience generalization and Judd theory,on the basis of building image and text,the relationship between thinking about students’ learning transfer occurs.The teaching goal of reading based on mind mapping clearly points to students’ related thinking.The teaching of mind mapping presents problems that teachers’ use is limited and students’ internalization is hindered.Therefore,the paper considers the strategies of teachers’ application of mind mapping and students’ choice of multiple ways to use it.Secondly,the thesis takes the students of grade one to grade three in a key high school in a city as the observation object,and observes the status quo and problems of teachers and students based on mind mapping.The observation results show that there are the following problems in the teaching of mind mapping:(1)first,teachers are limited in the use of mind mapping in class,specifically,the use of mind mapping is limited by complex argumentation,the teaching method of mind mapping is single,and the training of students’ thinking is difficult in comparative reading(2)Students’ internalization of learning is hindered by slow internalization and single collision.Thirdly,the paper uses the interview method and observation method to record classroom teaching and interview teachers and students,and analyzes the causes of the problems existing in the current mind mapping in reading teaching:(1)From the characteristics of mind mapping itself,images are easy to divert students’ attention while text requires students’ generality,there is dislocation between the two(2)In terms of the characteristics of Chinese subject,text strengthens the focus of Chinese subject and determines the representation of mind map,and then mind map also affects the expression of text(3)Teachers use it less frequently in teaching(4)Students have difficulty in understanding mind mapping,which is manifested as gender has a deep influence on the breadth of thinking,literacy has a great influence on the depth of thinking,learning mind mapping for a short time,and reading mind mapping in various ways.Finally,the paper proposes that it is the most important for teachers and students to accurately grasp the characteristics of mind mapping,and teachers should choose various teaching methods and students can choose various ways to learn.In reading course,grasp the series of knowledge,and then produce learning transfer.This paper hopes that mind mapping can be better learned,accepted and applied,so that students can have more reading choices in the routine reading process,and promote mind mapping to play a greater value and positive role.