Mind mapping is a method to optimize students' thinking. Primary school teachers can use mind maps to improve students' thinking ability and help students explore existing topics. The following is what I brought to you, I hope you like it!

One of the difficulties in composition teaching is that primary school students always feel that there is no material to write, but the teacher thinks that students have read so many books, watched so many movies and TV dramas, and have so many experiences and practices in their lives, how can they have no material to write? In fact, students don't have no themes to write, but they don't dig the materials around them. Mind mapping is a method to optimize students' thinking. Primary school teachers can use mind maps to improve students' thinking ability and help students explore existing topics.

Teaching method of mind mapping composition 1. Cultivating students' imagination by using mind mapping.

Mindmanager is actually close to a drawing board. Students can doodle on the electronic drawing board and record their thoughts. Some people will think that it is not for students to draft and write an outline on the drawings. Why use mind mapping? Mind mapping is to let students make full use of their associations in the way they like. There is no special format for this method. Students can use their imagination when drawing mind maps, and then record the associated keywords.

For example, teachers instruct students to write "My mother". If students write a composition by drafting, they may not be sure what topics they can write about their mother. And if you use mind mapping, students can use the word "mother" to associate. For example, after students record the word mother, they will associate it with a smiling face, and the mother has a smiling face; Think of an apple, because my mother likes to eat apples; Reminiscent of menstruation, because my mother has a sister and so on. Students only need to think about how to associate, and then record their association with a keyword or an emoticon. When the students finish the association, they will find that they have recorded so much material. If teachers train students' imagination with mind maps for a long time, students' imagination will become richer and richer.

Mind mapping composition teaching method II. Using mind map to improve students' thinking ability.

After students have enough writing materials, they should learn to organize. Chinese teachers in primary schools will find that many students can't organize materials when instructing students to write compositions. They write essays, sometimes writing articles for a while, writing articles backwards for a while, writing articles in the first person for a while, and writing articles in the third person for a while. Students feel that they have written a lot of things and should be well received, but in fact, readers feel that the materials written in this article are messy and have no focus. After finding writing materials, teachers should guide students to organize the materials with logical thinking. Only by improving their thinking ability can students express things accurately and clearly.

Take the teacher guiding students to write My Mom as an example. Teachers can guide students to read excellent essay models. For example, teachers can ask students to describe their mothers in a "total-sub-total" structure. If students describe their mother in this way, they can briefly describe their mother's appearance, style, personality and so on. First of all, give an example to illustrate their mother's personality characteristics, and finally briefly emphasize their mother's personality characteristics, so that the structure of the article echoes. You can also describe your mother with the theme-inductive structure. For example, students can use a few vivid examples to illustrate your mother's character at first, and then summarize your mother's character by induction.

If students can sort out existing materials from writing modes such as handwriting, they can learn composition from writing modes. After students' writing ability is improved, they can create new writing templates according to their own needs. This method, which starts with writing mode, guides students to understand the application principle of writing template and finally creates their own writing template, is a method to cultivate students' thinking ability. When students' thinking ability is improved, they can look at composition creation from a macro perspective and their writing ability will be improved accordingly.

Mind mapping composition teaching method III. Using mind map to enrich students' emotional ability.

When primary school students are writing a composition, they sometimes feel confused. They think that reading the articles in the textbook makes them feel that the articles in the textbook are particularly well written. Sometimes they cry happily, sometimes they laugh sadly, but their articles are dry and have no persuasion or appeal at all. One of the reasons why students' articles are not infectious is that they often write articles with the mentality of coping with homework. What they want is how to find something as the subject of writing, how to fill the number of words required by the teacher to complete the writing task and so on. Students can't infect others without putting their true feelings into writing articles. Teachers can use mind maps to guide students to cultivate their true feelings.

Take the teacher guiding students to write My Mom as an example. Teachers can guide students to think about what their mothers are doing every day while associating mother-related keywords. What did mom do for herself? Some students said that they didn't think carefully about what their mother did, but after association, they found that her mother was cooking breakfast for the whole family every day, and she wouldn't stop as long as she wasn't sick. How much love and patience this is. Mother usually cleans the room at home, washes clothes and irons clothes for her family. These seemingly trivial things all reveal her love for her family. When a student recalls his mother's actions one by one, he can have a deeper understanding of his mother's love, and she can infect readers by infiltrating this love into the article.

In Chinese writing teaching in primary schools, teachers can guide students to use mind maps, which can cultivate students' imagination, logic and true feelings. Through these aspects, students' writing level can be improved.

Writing skills of primary school mind map

Six-year-old children drew a simple writing mind map, wrote a more vivid text, and naturally used writing skills such as setting off the environment, dynamic description, personification rhetoric, direct lyric, tone description, language description, etc., to modify a paragraph they had written earlier into a more specific one that could express their feelings.

It can be seen that writing mind maps can lead to memories and reflections on the initial and truest feelings, so that events, feelings and ideas can be recorded intuitively and quickly in the form of maps without reservation, so that once the spark of thought flashes, it will be captured immediately and grow continuously. Mind mapping doesn't need to be drawn too neatly and carefully, because it will only inhibit the most naive and straightforward true feelings.

Writing mind map is often an orderly writing mind map established step by step from the central theme of writing with the deepening of thinking. Whether it is radiation mode, linear mode, ring mode or convergence mode, writing mind map generally has only one center, and the development of writing content mostly starts with the theme and adds more new content reasonably. Of course, writing is not just the transmission of simple good words and sentences. Drawing a writing mind map can help children clear up their writing ideas, highlight their writing points, delete redundant and useless branches in their writing ideas before writing, and enrich important aspects as much as possible before writing, so that they can get twice the result with half the effort in the early stage of composition.

Always encourage children: don't be afraid to write ugly mind maps, because as long as they can understand what the colors used or the shapes they draw represent, it is enough. Sometimes, when you can't even imagine what you want to write, you can use a certain color or a certain graphic or code to express it. It is important to remind yourself of what you have thought, observed or thought of as soon as you see these symbols, remind yourself to remember all this, conceive the article in a direct and considerable mind map, and then write it down according to the guidance of the map.

The process of children's hand-drawn mind map is not divorced from their current development level, and their learning enthusiasm will not be dampened by setting their learning goals too high or too low. In the process of drawing mind map, children can navigate through the intuitive composition of mind map on the basis of the existing knowledge level, help them write easily, guide them to a higher writing level as much as possible, let them have confidence, courage and ability to complete the writing task, and finally realize the trend that their writing level tends to improve continuously.

The process of drawing and perfecting the writing mind map is actually the process of promoting the formation of children's writing ability. Guided by the intuitive image of mind map, writing can trigger children's divergent thinking, promote children's development to the maximum extent, and let children experience the joy of writing.

Introduction to mind mapping

Mind mapping is an organizational thinking tool, which was invented by British psychologist Tony Buzan on the basis of simulating the human brain, in order to highlight the center of gravity and level of thinking content. It uses the method of "drawing" to record the process of thinking and creation: firstly, the paper size is determined according to the content, and the key words of the central idea and main content are drawn in the center of the white paper as the central image. Then radiate the main branches of the thick line to the periphery, mark a keyword on each branch, and add graphics or comments next to each keyword to express and explain, thus forming a striking and clear fixed combination.

Application of Mind Mapping in Clinical Nursing Management

1. Head nurse management chart. Take a blank page of A3, and mark the key words of the annual nursing work plan and the general goal of nursing management in large font in the center of the blank page in the form of a catalogue, thus forming the backbone of the guide map. If the key words are rules and regulations, on the left side of these four words, the types of clinical management systems such as post responsibility system → check system → disinfection and isolation system → rescue work system are highlighted. On the right is the system → implementation → supervision → feedback, forming a small closed loop. A branch is dropped below the word supervision to indicate the members of the supervision team, and a branch is also dropped below the word feedback to explain the information time and effect evaluation. , thus forming secondary and tertiary branches, and so on.

All the contents and responsibilities of the head nurse's management work are integrated into this picture, so that the thinking is clear, the levels are clear, and it is easy to grasp the whole without omission. When summing up the inspection work, we can make a comprehensive analysis from this guide map, which is clear at a glance, which is convenient for us to concentrate on eliminating brain fatigue and save the time of looking for information through several record books. Therefore, the head nurse's management chart plays a role in helping managers effectively implement and achieve various management objectives.

2. Nursing post responsibility chart. In 2002, according to the actual nursing work in the ward, the responsibilities of four classes of nursing posts were quantified and refined, and 100 nursing work was formulated, which replaced the traditional linear and sequential explanation organization mode in the form of mind map. For example, taking the night shift as the central trunk line, and changing shifts, proofreading, carrying out doctor's orders, four inspections, routine treatment and nursing, patrolling wards, observing illness, night nursing, safety management, hygiene, disinfection, writing shift reports, nursing records, etc. All of them are listed as main branches, and then new contents are continuously added according to the actual situation of patients' illness every day.

However, the content of the main branch cannot be changed, because it clearly indicates the daily work items, avoiding the omission of the work content, and the important project lines are marked with red lines to highlight the key points. For night treatment, not only should the doctor's orders, treatment sheets and nursing sheets be carefully reviewed during the shift change, but also the handling situation during the day and the requirements for continuing treatment at night should be clearly defined and marked on the page. At this point, only the bed number and the key words of the main content are enough to remind nurses not to miss the work content when they are on duty independently and busy. Checking the duties of the class one by one before leaving work not only avoids the occurrence of mistakes and accidents, but also plays a role in reassuring successors and successors. At the same time, it has played a positive role in promoting new nurses and intern nurses to become familiar with their nursing responsibilities as soon as possible.

3. Nursing education management chart. From June 5, 2005 to 10, we held a series of lectures on ECG monitoring ability to read pictures. Because of the variety of learning contents, nurses at all levels have different levels, especially senior nurses have poor memory, which makes learning more difficult. In view of this situation, we tried the learning form of mind mapping. After completing all the teaching contents, we realize that mind mapping makes the learning contents clear, general, continuous and associative, stimulates learners' interest and enthusiasm, and achieves good learning results.

The specific method is: firstly, according to the needs of ECG monitoring training, the basic theory, normal ECG, abnormal ECG and monitoring instructions are taken as the main part of the whole study, and then two or three branches are issued from this main part. For example, in a normal ECG trunk, there are four waveforms: P-wave, QRS complex, T-wave, U-wave, P- R interval, S-T segment and Q- T interval, and three segments and their normal values serve as the trunk of the secondary branch. Then the clinical significance keywords of each band are identified as three-level branches. After the production is completed, according to the conditions, you can watch it on the big screen of the computer, demonstrate the electronic slides, and play the best learning effect on the blackboard.

The education of new nurses, transfer nurses and practice nurses is mainly based on the "three basics" training, supplemented by the education of nurses' code of conduct, post discipline and rules and regulations. If the closed intravenous infusion method in basic nursing is taken as the center, the six key words of preparation, examination and operation can be listed as secondary branches, and the four preparation contents of patients, nurses, articles and medicines can be divided into tertiary branches in the preparation items, and then the nurses should indicate changing clothes, washing hands and wearing masks in the preparation items. In the operation project, only 14 keywords ***34 words are used, which makes the whole education process easy to understand and master. Therefore, it not only improves the "three basics" training level, but also improves the efficiency of study and work, and also enables students to form a good way of thinking in the process of perceiving the teaching content. ?