The Application Of Mind Map In The Teaching Of Chinese In Upper Grades Of Primary School

In 2021,the introduction of the "double reduction" policy is an important milestone in my country’s deepening education reform,and it plays an important role in ensuring the healthy growth of children and adolescents.The implementation of the "double reduction" policy will further standardize the management of school education and teaching,comprehensively improve the quality of education and teaching,and focus on solving the outstanding problem of too much homework and low quality in some schools.How to improve the efficiency of classroom teaching,how to reduce the "ineffective" homework of students,and truly reduce the quantity and improve the quality,all schools have begun to explore new paths,looking for designs that can promote learning and teaching,so as to respect students’ individuality and differences.Mind map conveys integrated information by means of symbols,colors,graphics,text,etc.,which helps to improve students’ thinking ability.The application of mind maps in the high-level C hinese teaching of primary schools can guide students to construct a scientific and reasonable knowledge fra mework in C hinese learning,understand the interrelationships between knowledge,form a complete knowledge system,and continuously develop and improve their logical thinking ability.Alleviate students’ learning pressure and achieve "increase efficiency a nd improve quality" in Chinese.This topic studies the application of mind map in the Upper grades Chinese teaching in primary schools,which is divided into four parts.The first part expounds the value of mind map and related theories and the application of mind map to the teaching of C hinese in primary schools.The second part takes the texts in the fifth and sixth grade C hinese textbooks compiled by the Ministry as the research material samples,and takes the students in C hengdu High-tech Zone Zhonghe Primary School as the research objects.It comprehensively uses the literature method,questionnaire survey method,interview method,etc.,and analyzes the existing problems through the survey of the current situation of the use of mind maps.The third pa rt explores the application strategy of mind mapping based on the survey conclusion.The fourth part combines teaching examples and compares with traditional teaching methods to draw conclusions: 1.The use of mind maps in the teaching of C hinese at the se nior level of primary schools can mobilize students’ enthusiasm for learning;2.The use of mind maps in the teaching of Chinese at the senior level of primary schools can moderately improve the academic performance;3.The use of mind map in the high leve l Chinese teaching in primary schools is effective.