Research On The Application Strategy Of Mind Mapping In The Composition Teaching Of The Second Period Of Primary School

Composition teaching is a difficult and key point in Chinese teaching,which plays an important role in improving students’ Chinese core competence.The key to exercise speech expression is thinking,but in the current composition teaching,teachers often ignore the cultivation of students’ writing thinking,thus students generally exist the problem of "exercise difficult".The application of mind mapping,a thinking visualization tool,to the teaching of composition can not only effectively cultivate students’ interest in composition,but also improve students’ ability of material selection and composition planning,which is of great value and significance to the development of students’ thinking.Taken teachers and students in the second section of S Primary School in Harbin as samples,this study investigates the problems existing in the application of mind mapping in composition teaching.After analyzing the causes of the problems,strategies for the application of mind mapping in composition teaching in the second section of primary school were put forward.This study is divided into five parts.The first part is the introduction,which mainly includes the research background,research purpose and significance,literature review,core concepts,theoretical basis of research,research content and methods.The second part discusses the arrangement of mind mapping in the context of primary school Chinese textbooks,the features of mind mapping in composition teaching and the value of mind mapping in primary school Chinese composition teaching.This part also makes clear the feasibility of the application of mind mapping in primary school composition teaching.The third part investigates the current situation of mind mapping applied to the composition teaching of the second period of primary school.The questionnaires were administered to students in the sample schools,and supplemented by interviews with all Chinese teachers and some students in the second period of primary school,as well as classroom teaching recordings.Finally,the analysis of the survey results provided insight into the current situation of applying mind mapping in the composition teaching of the second period of primary school.The fourth part mainly analyzes the problems and causes of applying mind mapping in the composition teaching of the second period of primary school.The results show that the teachers’ teaching concept is too traditional and their way of thinking is solidified in the second learning section of S Primary school in Harbin City.It is difficult for students to draw maps efficiently and they have poor pragmatic competence.The teaching implementation is not flexible,and the teaching effect of map combination is not good.There also exist problems like teaching evaluation,rigid and inflexible evaluation model,and so on.The fifth part is mainly based on the existing problems and causes analysis.Solving strategies are put forward from four aspects,including teachers,students,teaching implementation links,and teaching evaluation.In the aspect of teachers,they should renew the concept of teaching composition and study the theory of mind mapping deeply;reposition the objectives of composition teaching and strengthen students’ language thinking;improve the ability of applying mind mapping and promote professional literacy.In terms of students,we should highlight the main body of students,fully demonstrate their autonomy and play the function of mind mapping to stimulate students’ interest in writing.In the aspect of teaching implementation,teachers and students should cooperate to build a mind mapping and optimize the allocation of teaching time.Teachers should choose the right time to promote students’ thinking effectively.In the evaluation of composition teaching,we can use the following ways:using collective evaluation of typical compositions to explore the direction of evaluation;creating a platform for diversified mutual evaluation to improve the evaluation ability;using multi-dimensional interactive evaluation methods to effectively promote the success of the composition;respecting individual differences of students.