Primary school Chinese mind map display
Primary Chinese mind map 1
Primary school Chinese mind map II
Primary school Chinese mind map 3
Primary school Chinese thinking map 4
Primary school Chinese thinking map Figure 5 Primary school Chinese learning methods
Five principles of Chinese learning
1. Step by step
Chinese learning should pay attention to the foundation, and don't rush for success. Make a good plan every day, even if you only do a little, as long as you stick to your Chinese level, you will certainly make great progress. You can practice a few words every day, recite several poems and practice dozens of words every week, recite several poems and read several articles skillfully every week, and read a famous book every semester.
Read and think carefully
Combine memory and understanding closely, both of which are indispensable. ? Look carefully? , to do? Three? Heart, eyes and mouth. ? Meditation? Be good at questioning, asking difficult questions and finally solving problems.
3. smug.
The correct reading attitude is not to read for the sake of reading, but to absorb what you have learned, turn it into your own use, and combine reading with writing.
4. Combination of research and investigation.
One is extensive reading, the other is intensive reading, and the two should be organically combined.
5. The extension of Chinese learning is equal to the extension of life.
Pay attention to daily life, understand Chinese in life, and take Chinese learning out of the classroom.
The Application of Mind Map in Chinese Teaching in Primary and Secondary Schools
Mind mapping is based on the concept of the whole brain, which fully mobilizes the thinking of the left brain and the right brain, so that the potential of the brain can be fully developed, thus greatly exploring the potential of people in all aspects. When students enter the middle grade stage, their right brain's sense of space, rhythm, wholeness and imagination are improved, and their ability to analyze texts is strengthened. Mind mapping teaching can effectively promote the development of students' logical thinking and abstract thinking. The application of mind map in pre-class preview makes students preview intuitively, which is convenient for teachers to check and understand students' learning situation. When applied to reading teaching, different types of articles can draw different mind maps. After class, students can improve their mind map and enhance their autonomous learning ability according to the methods they have mastered in class. Applying it to composition teaching is helpful to improve the frame structure of the article, enrich the material and write the article vividly and concretely.
First, apply it to preview before class to make students' learning process visible.
Preview is a very important but easily overlooked link in Chinese teaching. First, students don't know how to preview. Many students just play lightly. Book-turning style? Behavior, unwilling to preview; Secondly, teachers seldom check, feedback and evaluate the preview homework. Even if the preview task is assigned, teachers can't understand the students' learning situation from the students' preview.
So I asked the students to prepare a big art book? Mind map book? . Before class, I instruct students to write topics among themselves and preview the text through several first-level branches: 1. Words that need to be pronounced. You need to pay attention to the font. 3. Words that need to pay attention to their meanings. 4. Words you don't understand. 5. The main content of the text, etc. In this way, students will have a certain purpose and pertinence when previewing, and the process of students' thinking will be clearly presented on paper, and teachers can also learn about students' previewing through quick viewing. For example, in the first volume of "The Rich Xisha Islands" in the third grade, a student listed the words that need to be pronounced: egg, mountain, occupation, etc. Pay attention to the words in glyph, such as mighty and dung; Words you don't understand: peristalsis, spawning, perching, etc. The main content lists several key words: Xisha Islands, spring, summer, autumn and winter, and scenery. By checking and previewing, I will focus on guiding students to understand in class? Crawl, perch? Equality. What the students didn't say, the teacher explained. After a long time, some students are not limited to the preview task branch given by the teacher, but also add? Writing background, questions you don't understand? Equal branch.
Second, apply it to reading teaching, so that students can better perceive and understand the text.
(A) used to write landscape narrative
Landscape articles generally have three first-level branches: beginning, middle and end. In teaching, I will guide students to learn from three first-level branches, so that students can understand how to write the article at the beginning, how to unfold it in the middle and how to write it at the end. For example, the first volume of the third grade "Beautiful Xiaoxing 'anling", the key words at the beginning are: location (northeast), like a green ocean; There are four secondary branches in the middle: spring, summer, autumn and winter. I instruct students to learn the secondary branches of spring. Spring has four three-level branches, each with a corresponding keyword: 1. Trees (pumping and growing); 2. Snow (melting and merging); 3. Streams (gurgling); 4. Deer (prone and lateral). Let students grasp the key words in reading, and then grasp the key words to recite the text, so that understanding and reciting are easy, and students also develop the habit of grasping the key words to learn and understand the text.
(2) It is used to write a narrative.
Generally speaking, there are three first-level branches in narrative writing: before, during and after (it can also be cause, process and result). I use this structural feature of the article to guide students to learn and understand the text. For example, there are three first-level branches (cause, process and result) in the lesson of Pottery and Tin Pots in the first volume of Grade Three. Cause: the tin pot mocked the pottery pot; ? After that? There are two secondary branches: tin cans and pottery cans; There are the following key words in the branch of Tin Can: arrogance, contempt, anger, becoming angry from embarrassment; Keywords: modesty, argument; Result: The tin can disappeared and the pottery can became an antique. In this way, students can be guided to learn, and the content of the text can be clearly understood and mastered as a whole. Students can also read, retell and recite the text by grasping the key words in class.
(C) self-improvement after class to improve students' autonomous learning ability
Some texts don't need to be explained in class, but students can be guided to learn some paragraphs in class, and the rest can be perfected and cultivated after class? Review the past and learn the new? Habit and the ability to learn independently. For example, the first volume of the third grade, "The Rich Xisha Islands", starts from the geographical location of the Xisha Islands; What is written in the middle is the scenery of the sea surface, seabed, beaches and islands of the Xisha Islands. One last sigh. I guided students to learn two first-level branches (beginning and end), and also learned two second-level branches in the middle part: sea surface and seabed. For the rest of the beaches and islands, I asked the students to learn by themselves in the way they did in class. After studying, report and communicate. Through communication, many students can find keywords that describe various scenic spots. They can speak, read and some can recite their feelings. The self-improvement of mind map after class gives students a lot of space to play independently, and also allows students to consolidate what they have learned in time.
Third, apply it to composition teaching, clarify writing ideas and enrich writing materials.
A good composition is based on effective reading. Through the usual reading teaching, students have formed such framework branch concepts as beginning, middle and end. It is much easier to do exercises, and students can't help thinking about how to write at the beginning, what to write in the middle, how to write, and how to write at the end. The writing ideas are particularly clear and the writing materials are very rich. Students' exercises will not be the same, but have distinct personalities.
Mind mapping is a learning tool that can make people's left and right brains move together and activate their thinking. Effective application in Chinese teaching can get twice the result with half the effort. As long as we are diligent in exploration and brave in practice, we will be able to apply mind mapping to Chinese teaching in primary schools, which will not only improve teachers' teaching ability and level, but also make students learn easily and interestingly, and improve their Chinese learning ability and Chinese literacy.
The Application of Mind Mapping in Chinese Teaching in Primary Schools
Ma Zhiwei
At the beginning of this semester, our research group focused on mind mapping, and combined with the reform plan of teaching and research section, tried to explore the application of mind mapping in primary school Chinese teaching. After a semester, I gained a lot.
Mind mapping is a natural way of thinking based on the brain, which can show students' thinking process and visualize people's thinking process. Using mind map helps students master the content of the text. But mind mapping is a new learning strategy for students, and students have no basis for drawing mind mapping. So in the early stage of the research, we first let students learn to draw mind maps.
Tony? Bozan summed up the basic steps and key points of drawing mind map: 1, and put the central theme in the center, and the whole mind map will be launched around this central theme. 2, the brain should not be bound by any constraints, think around the central theme, draw various branches, and record the inspiration that flashes in time. 3. Use one keyword per line; One word makes mind maps more powerful and flexible. 4. Use symbols, colors, words, pictures and other images to express the content in the process of painting. Leave appropriate space for adding content at any time. 5. Organize the content of each branch, find out the relationship between them, and connect the related branches with arrows and colors. 6. Try to exert your visual imagination and draw your own mind map with your own creativity.
In order to make it easier for students to understand and learn to draw mind maps as soon as possible, I used them at the beginning of the semester? Introduce yourself? I had a brainstorm. At first, the students prepared several pieces of A4 white paper and colored pens of various colors. Let the students write the key words in the center of the paper first? Your own name? (You can draw your own cartoons), and then quickly write the first 10 related keywords around the words (that is? Subtheme? )。
Then let the children choose a word from 10 as a sub-theme, radiate their association in the same way, and list more detailed points. So we can establish a mind map association composed of words? Trees? .
Knowing mind map, we should apply it to Chinese teaching effectively. To this end, our school specially printed? Mind mapping manual? Guide students to learn to use mind mapping.
In practice, we mainly apply mind mapping to reading teaching, because reading teaching is an important part and the core content of Chinese teaching. Using mind map analysis in reading can make difficult and complicated contents stand out clearly and systematically, thus helping students to understand the contents of reading materials more deeply and organize and remember reading materials more easily. In reading teaching, the most important information in reading materials is organized and arranged, and transformed into a series of schemata in their own language, so that concepts form a system and level and are convenient for interaction. This can help us quickly grasp the main content of the whole article and clarify the writing ideas of the article. Mind mapping helps students read and use time effectively.
In teaching, I usually ask students to draw pictures after class in order to sort out, consolidate and understand what they have learned. After learning a text or a unit, organizing relevant knowledge into a complete system framework will help students systematically store what they have learned for quick review in the future. Mind mapping is a good tool to build a knowledge framework. Mind mapping can connect all the knowledge radiated from the center through nodes and connecting lines, connect knowledge points into knowledge blocks, and connect knowledge blocks into knowledge networks, so as to avoid the accumulation of knowledge in the mind without a clue and disorder.
For example, Chen Zhuo, a student in my class, is studying Unit 2, Volume 1, Grade Four? Grateful? Then draw a unit mind map, and the introduction roughly reflects the main contents, knowledge points and character connections of the five texts in this group. If you use this mind map to review after class, you can strengthen and consolidate your understanding and memory of new knowledge, systematically master new knowledge, and achieve the purpose of flexible use. When reviewing, if you recall the original mind map, make a quick-fire mind map of what you still remember, and then check it against the original map, adjust the inconsistencies, and strengthen any inappropriate or vague memories, which will make the review time shorter and more efficient.
In a word, mind mapping, as a learning strategy, has an absolute advantage in cultivating students' reading ability, because the process of drawing is the process of reading and the process of improving students' reading ability. Mind mapping is like a radioactive tree in Chinese teaching in primary schools? Knowledge tree? It embodies the integrity and orderliness of Chinese teaching and helps students to establish a knowledge system.
I will continue to explore in the future teaching, make rational use of mind mapping, let children develop the habit of using mind mapping to organize knowledge, establish their own knowledge system, and really learn to learn.
Did you get a look at him? Primary school Chinese mind map? People still see:
1. Introduce the idea of student-oriented education into composition classroom teaching in primary schools.
2. How to use mind map to learn Chinese?
3. The application of mind mapping in education
4. The application of mind mapping in knowledge organization
5. The application of mind mapping in writing