The Research Of The Application Of Mind Map On Chinese Reading Teaching In High Middle School Under The Concept Of Deep Learning

Mind map is not only a visual learning tool but also a thinking skill tool,which presents knowledge with pictures and trains thinking with drawings.It can be used as a scaffold for high school language reading teaching,which can provide a practical and powerful grip for deep learning and facilitate the formation of students’ core language literacy.This paper explores new ways of integrating thinking maps with reading instruction in the context of deep learning.The research methods of literature research,classroom observation,and action research are used throughout the paper,and the text consists of four parts.The introductory section clarifies the theoretical and practical significance of the study from the background of the information era and identifies the research ideas based on the review and analysis of the existing research.The first part is an overview of deep learning and mind mapping.It clarifies the concepts of deep learning and mind mapping and clarifies the connection between them based on the origin of mind mapping and deep learning and their common development and goals.It also explains the unique value of mind mapping as a thinking tool in facilitating deep learning and solidifies the theoretical foundation for subsequent research.The second part is a study on the appropriateness of mind mapping in high school language reading teaching in the context of deep learning.The study analyzes the relevance of deep learning in terms of high school language standards,textbooks and core literacy,and points out the value of mind mapping in high school language reading teaching in the context of deep learning.The third part is a study of the application paths,principles and strategies of mind mapping in high school language reading teaching under the deep learning perspective.The study combines DELC deep learning path,U-shaped learning theory and scaffolding learning theory to explore the application path of mind mapping in reading teaching,and on this basis,the application principles of timeliness,inquiry,constructiveness and transferability are proposed.Based on integration,we propose a systematic and multi-layered reading teaching system;based on problems,we build a linked and multi-dimensional reading classroom ecology;based on activities,we establish a dynamic and multilateral reading dialogue relationship;based on reflection,we establish a visual and diversified reading teaching evaluation system and other application strategies.The fourth part explores the application practice of mind mapping in high school language reading teaching from a deep learning perspective.This section places mind maps in thematic reading,group reading and whole book reading contexts,demonstrating the variety and universality of scenarios for their use.