Research On The Application Of Mind Mapping In The Teaching Of Whole Book Reading In High School Chinese

Tony,founder and promoter of mind mapping.Zambo believes that mind mapping is an effective teaching tool,which has the characteristics of divergence,visualization,logicality and visualization,and can improve teachers’ teaching and students’ learning.Students under the guidance of teachers to stimulate learning motivation,the ideas in the mind and ideas recorded in the form of mapping,so as to improve the ability of students to understand and think about problems.Mind mapping is applied to high school Chinese reading the whole book teaching can make students under the guidance of teachers by induction and deduction to efficiently integrate into the knowledge structure,analyzing the text and the text at the same time students can use the mind map for rehearsal and consolidate knowledge,through the knowledge in the process of expansion and reorganization can realize divergent thinking and innovation.But in the mind mapping is applied to the whole book reading teaching practice in the process of teachers pay more attention to the students in the limited time to review and understand how to use the mind map and consolidate the text knowledge,the students’ thinking in a more basic state of mind of memorization and understanding,and spread a mind map is the most important function is not taken seriously and development.Therefore,the focus of this study is how to effectively combine knowledge and divergent thinking when mind mapping is used in the whole book reading teaching process.This study consists of four parts: The introduction introduces the reason,purpose,significance and current situation of this research.Meanwhile,in order to better explore the outstanding problems existing in the application of mind mapping in reading teaching of the whole book in high school,this paper adopts literature analysis,questionnaire survey and classroom observation and research to effectively explore the problems.Through the above contents of the system to lay a foundation for this study.The first chapter mainly elaborates the mind mapping is applied to the whole book reading teaching theory basis and function analysis,first of all,mind mapping is applied to analyze the theoretical basis of the whole book reading teaching high school,has already after a theoretical support for mind mapping characteristics were analyzed,and finally the whole book of mind mapping is applied to high school reading teaching effect.The second chapter finds out the problems existing in the application of mind mapping to the whole book reading teaching through questionnaire and classroom observation,and analyzes the reasons.The third chapter,first of all,the mind mapping is applied to the whole book elaborates the condition to realize the reading teaching,then in view of the mind map is applied to the whole book reading teaching the problems put forward the corresponding countermeasures,mainly from the perspective of teachers to provide resolution strategy,hoping to give front-line teachers operability of the implementation of the method,to better guide the students to learn,Improve students’ learning efficiency and quality.And collection of all in all,the author through the method of literature,questionnaires and classroom observation record of mind mapping in the whole book reading teaching problems and the reasons were analyzed,and explore an effective solution to mind mapping is applied to the whole book reading teaching pays attention to students’ knowledge in the process of understanding and mastering and ignores the problem of students’ divergent thinking and innovation,It is hoped to enrich the theoretical achievements of the whole book reading teaching and better help front-line teachers to carry out the whole book reading teaching and promote the development of students.