Research On The Application Status Of Mind Mapping In The Whole Book Reading Teaching Of Chinese In Senior Primary School

The Language Standards for Compulsory Education(2011 Edition)actively advocates that students should read more,read good books and read whole books.Whole book reading plays an important role in cultivating students’ reading literacy and improving their thinking skills,and front-line primary school language teachers have also carried out attempts to teach whole book reading,but the teaching effect is not satisfactory,and there are problems such as students’ lack of interest in reading,teachers’ guidance However,the results are not satisfactory,with problems such as students’ lack of interest in reading and teachers’ lack of experience in guiding them,making it impossible to implement whole book reading teaching into daily teaching.Thinking maps are a simple and effective thinking tool that can visually show the brain’s thinking process,and their dispersive and systematic nature fits in with the multi-level and multi-angle reading requirements of whole book reading.The application of mind mapping to whole book reading in upper primary school can effectively sort out the information in the text,clarify the reading logic,transform the boring text into unique pictures,innovate the reading form,improve students’ interest in reading and thinking ability,and provide new ideas for teachers to effectively carry out whole book reading teaching.This study focuses on the application of mind mapping in whole book reading teaching in upper primary school.In order to explore the application of mind mapping in whole book reading in upper primary school,this paper mainly uses literature research method,questionnaire survey method,interview method and case study method to conduct the research.The research is carried out in four main aspects,firstly,collected and analysed the relevant literature on mind mapping,mind mapping and whole book reading teaching in primary schools,an overview of relevant theories such as mind mapping and whole book reading,clarifying the core concepts as well as the theoretical basis,and an analysis of the state of print of the application of mind mapping to whole book reading teaching in upper primary school language,putting forward the mind mapping in The value,principles and concepts of the application of whole book reading reading teaching,for the effective combination of the two made theoretical level support.Secondly,through the analysis of students’ questionnaires and teachers’ interviews as well as relevant students’ works,it was found that there are many problems in the application of mind mapping in the application of whole book reading teaching in upper primary language,mainly teachers and students’ cognition of mind mapping is not clear,students’ ability to draw mind mapping is insufficient,teachers’ use of mind mapping is not scientific,and the evaluation feedback of mind mapping is general and random in four aspects.Then the author analyzed in depth the reasons for these problems,mainly due to the lack of systematic learning of thinking maps by teachers and students,the limitations of students’ thinking development,and the fact that a thinking map evaluation system has not yet been formed,which affects the effectiveness of the use of thinking maps.Finally,in order to promote the effective integration of thinking maps and whole book reading teaching,the author combined with relevant literature and excellent teaching cases,for the above problems from the deepening of teachers and students on the understanding of thinking maps,improve the ability of teachers to use thinking maps,guide students to independently construct high-quality thinking maps,the construction of a scientific thinking map evaluation system four aspects of the proposed improvement strategies,in order to provide front-line teachers with The purpose of this study is to provide front-line teachers with some actionable suggestions to improve the quality of whole book reading teaching in upper primary school.