Application Of Mind Mapping In Material-given Composition Based On Task Driving Conception Teaching

The ’Chinese Language Curriculum Standards for Compulsory Education(2022Edition)’ state that the Chinese language curriculum is a comprehensive and practical course designed to teach the application of the national common language and writing.The fundamental characteristic of the Chinese language curriculum is the unity of tools and humanity.In recent years,there has been an increased emphasis in the curriculum standards on the practicality of Chinese teaching.By strengthening learning tasks,the standards aim to cultivate students’ ability to solve practical problems in specific situations and tasks.Since the introduction of task-driven composition in 2015,it has become a prominent research topic in academia.However,in actual teaching practice,task-driven composition can be challenging for many teachers and students,often leaving them feeling helpless.It is common for students to struggle with shallow writing intentions,chaotic writing structures,and weak argumentation.The core issue underlying this phenomenon is that students often fail to understand the requirements of the composition topic during the ideation stage.They also struggle to effectively analyze material information and generate divergent ideation thinking in an organized manner.Therefore,there is an urgent need for research on task-driven composition ideation.Mind maps are effective tools for facilitating divergent thinking,hierarchical thinking,and logical thinking.They excel in extending thinking around a central concept.This characteristic makes them highly adaptable to task-driven composition ideation.Therefore,the purpose of this article is to utilize mind maps in task-driven composition ideation teaching and explore a teaching method that holds significant reference value and practicality.The argumentation process of this article is mainly divided into four parts:The first part is an introduction,which includes the research origins,research significance,research status,and research design.Its purpose is to clarify the scientific nature of applying mind maps to task-driven composition writing,discuss the current progress and main problems in relevant research,and present the main ideas and methods of this study in the article.The second part involves a survey and analysis of the current situation of task-driven composition ideation teaching in high school.Separate surveys of high school teachers and students are conducted to identify the main difficulties in task-driven composition ideation teaching and to understand the learning situation of students and the teaching status of teachers.This aims to identify the specific problems that need to be addressed in order to implement targeted measures and enhance the scientificity and effectiveness of the research.The third part focuses on the application strategies for mind maps in task-driven composition ideation teaching in high school.It analyzes the three most prominent areas of ideation problems,namely topic selection intention,layout planning,and material connection,based on surveys and teaching practice.The aim is to explore the feasibility of applying mind maps to these areas and develop specific operational strategies.The fourth part comprises teaching cases and reflections.After the discussion and research in the previous part,this article presents a complete teaching case,applies the operational strategy discussed earlier in practice,and analyzes the effects and issues that require attention.Applying mind maps to task-driven composition ideation teaching aims to offer a reference thinking pathway for constructing ideas,assisting students in clarifying materials,setting precise intentions,conducting in-depth analysis,and enriching their articles.The objective is to explore new teaching approaches that hold reference significance for frontline teaching support.