Research On The Application Of Mind Maps In The Teaching Of Chinese Multi-Text Reading In Senior High Schools

Multi-text reading is a teaching process that can effectively improve students’ Chinese comprehensive literacy.Using mind maps in the teaching process of multi-text reading can effectively complete students’ Chinese knowledge structure and improve their abilities of thinking and innovation,thus having positive significance for promoting the reform of teaching system in the modern senior high schools and achieving the goal of quality education.This paper chooses Guyuan No.1 Senior High School as a research case to study the usage of mind maps in the school’s multi-text reading classes,and then explores the application of mind maps in the teaching of Chinese multi-text reading in senior high schools.The paper uses the methods of literature research,interview,observation and questionnaire to study the current situation of the application of mind maps in the multi-text reading teaching in Guyuan No.1 Senior High School.It begins with analyzing the concepts of mind maps and multi-text reading,which defines the relationship between them,as well as analyzing the application process of mind maps in multi-text reading teaching,which clarifies the procedure for applying mind maps.All these theoretically prove the value of using mind maps in multi-text reading teaching.Secondly,taking the high school of Guyuan No.1 Senior High School as the research object,this paper discusses the advantages of applying mind maps to the teaching of Chinese multi-text reading in senior high schools.The paper analyzes the current situation of Chinese multi-text reading teaching and the application of mind maps in such teaching processes,during which the current situation is studied from the perspectives of both students and teachers.It points out that the advantages of applying mind maps to Chinese multi-text reading teaching in senior high schools mainly lie in three levels: helping to build the overall knowledge structure,activating students’ divergent thinking,and encourage students to think actively.Finally,the paper discusses the problems existing in the application of mind maps in the teaching of Chinese multi-text reading in senior high schools,and specifically puts forward measures for improvement.Based on the analysis of teaching practice,it is found that the application of mind maps in the teaching practice of multi-text reading has some problems.For example,the node list of mind maps is very limited,the students’ dominant status in such classes is ignored,the drawing process of minds maps lacks aesthetics,and the evaluation of mind maps is overlooked.Therefore the paper suggests that the application of mind maps in group reading teaching should be optimized by measures such as designing mind map nodes in various ways,encouraging students to draw mind maps independently,developing the aesthetics of mind maps and creating the evaluation mechanism of mind maps.In this way,full play can be given to the value of mind maps in improving the teaching effects of multi-text reading.Through the research on the application process of mind maps,this paper will further prove the value of applying mind maps to multi-text reading,and will realize the goal of helping achieving the teaching objectives of multi-text reading teaching.