A Study On The Application Of Thought Maps In Teaching Literacy In Lower Elementary Languages

The importance of literacy and writing for elementary school students is clearly stated in the language curriculum standards.Literacy and writing are the beginning of language learning in elementary school,the foundation for reading and writing,and the basic basis for their reading of texts,understanding of texts,and use of words.Vocabulary is learned throughout language teaching,and the primary purpose of school language word teaching is to improve the majority of students’ ability to read and understand language texts and to equip them with the ability to use language.As a tool built on visual thinking that dynamically records information and presents knowledge in the form of a combination of pictures and text,a mind map has a facilitating effect on students’ learning of words and has a superiority that is unmatched by other tools.This thesis uses literature research method,experimental method,and interview method to explore the use of mind maps in elementary language word teaching from both theoretical and practical aspects.Using the visualization and dispersion characteristics of mind maps,we explore the Chinese character mind maps applicable to the use of second grade elementary school students in word learning;design the form and content of mind maps according to the characteristics and rules of Chinese words to stimulate students’ interest in learning Chinese words and improve teaching efficiency.The experimental and control classes were randomly selected in the second grade,and the corresponding Chinese character mind maps were designed and implemented in the experimental class by combining them with the texts in the Ministry of Education language textbook.The data of the two classes were compared and analyzed by SPSS software before and after the experiment,and finally it was concluded that "Thinking maps are feasible in elementary school language literacy teaching","Thinking maps can help students form good learning habits","Thinking maps can improve students’ learning habits",and "Thinking maps can improve students’ learning habits".The conclusion of "thinking maps can improve students’ interest in learning language words".And according to the experimental conclusions,we propose specific and feasible suggestions for the application of thinking maps in elementary school language literacy teaching.This study aims to enhance students’ literacy skills,improve teachers’ teaching efficiency,and enrich the methods of word teaching by using teaching methods that match students’ age and cognitive characteristics,in the hope of providing meaningful references for language word teaching.