? The first part is mind map and Chinese concepts.

? introduce

Mind mapping is a form of thinking materialization. As a form of thinking, it has long existed in people's unconscious behavior in life and work. What we are studying now is how to make mind maps consciously to better serve our study and work. Why can mind mapping effectively improve the efficiency of life and work? Why can we help primary school students improve the efficiency of Chinese learning? The first part of this book will answer questions for readers.

We explore the application of mind mapping in Chinese teaching in primary schools, aiming at making mind mapping serve students' learning and teachers' teaching. Therefore, according to the needs of "learning" and "teaching" and the characteristics of Chinese subject, the mind map involved in this book is expanded on the basis of the characteristics and functions of mind map proposed by Tony Buzan. Mind mapping is also called brain mapping and concept mapping. No matter what it is called, mind mapping comes from schema theory, so it is also called map for short in this book.

The first chapter is an overview of mind mapping.

? In the process of exploration, in view of the original characteristics of mind map, combined with the goals and laws of Chinese teaching in primary schools, we have made appropriate evolution and improvement on the basis of traditional mind map, making it more conducive to teachers' "teaching" and students' "learning".

This change mainly includes the following three aspects: (1) highlighting the learning aid function of mind map. In teaching, teachers' drawing, teachers' and students' cooperative drawing and students' independent drawing are combined through mind mapping. In the process of Chinese learning, such as literacy, vocabulary learning, paragraph reading, essay writing, expression and memory, we should increase students' learning motivation and interest, build a knowledge system, master learning methods, and strengthen students' understanding, reading, organization, expression, thinking and self-study ability. (2) Enrich the graphic mode of mind mapping. On the basis of the original "tree model", we can make a breakthrough, enrich the graphic style, and flexibly use different graphics according to the needs of learning. (3) Improve the quality of students' thinking, pay attention to the extensiveness and profundity of students' thinking, the independence and criticism of thinking, the flexibility and agility of thinking, and the order and logic of thinking.

? Chapter II Functions and Types of Mind Mapping

Mind mapping is powerful and widely used. Mind mapping itself is a tool to emancipate the mind, so different people will look different when drawing it? The drawing mode of. How to read mind maps? How to draw a mind map? The key to answering these two questions is also the key to the composition of mind map. In a word, mind map is composed of words, images and lines, and interpretation and production are inseparable from words, images and lines. Here are some elements of mind mapping:

Central theme: the central theme is located in the center of the guide map, and the central map should be used. The theme is the focus, and highlighting the focus makes Lenovo scattered and impartial.

Trunk and branch: Trunk and branch are drawn with colored lines with different thicknesses and connected at key nodes. The trunk represents the content of the largest category, and the branches below the trunk are used for reclassification to supplement the content of the trunk.

? Graphics and text: Some images are more attractive than text because of their different properties and functions. We always look at the numbers first, then at the words. People who look at numbers have an open imagination. Like literature, they are clear in and out of the shadow, which is especially suitable for teaching. In order to enable students to get better hints of thinking and absorb knowledge, we advocate mind mapping combining words and graphics.

Mind maps sometimes pay attention to the use of colors, the fineness and sense of movement of lines, and the sense of hierarchical change of images and words.

Level: think about and make good use of three or more heart-shaped colors together, which can be distinguished every year when classifying. Using the same color for a branch or an area is visually rich but not messy, which is helpful to the development of thinking. Similarly, the annotation of words and the arrangement of images also need a certain sense of hierarchy, and the "key points" in thinking can be highlighted under the hierarchical layout.

Change: touching changes can attract people's attention just like colors, and subtle changes in lines can guide the direction of thinking. Thick display is more important or more, thin represents more details. The changes and continuous branches from coarse to fine also reflect the dispersion or more detailed classification of thinking. The distance between lines and keywords, lines and lines, and pictures changes, which makes the expansion space of thinking enlarge, shrink and even focus in turn.

? The third chapter is the China value of mind mapping.

? Han Yu mentioned "the teacher, so he preached and taught to solve doubts" in "The Teacher's Theory". In the new curriculum reform, teachers' "teaching" is not only reflected in this point, but all the work around "class" belongs to this category. Chinese teaching is a process of constant change and transformation. Teachers should deeply study the basic ideas of teaching design, master teaching methods and improve teaching effect, so as to promote students' "learning" and achieve the purpose of truly implementing the curriculum. Therefore, teachers' adequate preparation before class and necessary reflection after class for effective classroom teaching are the guarantee for the smooth development of Chinese teaching process.

? As a visual teaching method, mind map's essence and function determine its ability to represent and process information, disperse and solve problems, and assist and improve teaching efficiency. Teachers can fully display their teaching functions by using mind maps, thus optimizing Chinese curriculum research and teaching design.

? Chapter four? Principles of using mind map

Teaching activity is a complex process of multi-directional interaction and dynamic generation, which determines the diversity of teaching objectives and teaching strategies. Therefore, the use of mind map should be selected according to the current teaching objectives, teaching contents, teaching objects and teaching environment. At the same time, to achieve a certain teaching goal, mind mapping often needs to be combined with other teaching strategies. Therefore, in order to avoid the randomness, transition and ineffectiveness of mind mapping and maximize its value, the use of mind mapping should consider the right time.

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