? The second part is mind map and teaching strategy.

introduce

"Chinese Curriculum Standards" emphasizes: "Actively advocating autonomy and cooperation should help to determine the content of this learning style, and the selection of teaching methods and the design of evaluation methods should help to form this learning style." This shows that cultivating students' autonomous learning and inquiry ability should become the mainstream of the new model of Chinese classroom teaching.

The application of mind map in Chinese teaching in primary schools is a teaching mode that advocates students to interpret, process and evaluate materials according to the inherent laws of autonomous learning under the guidance of teachers, so as to acquire knowledge, stimulate interest, cultivate sentiment, promote Chinese thinking and improve the comprehensive quality of Chinese.

? Chapter One Mind Mapping and Literacy Teaching

"Chinese Curriculum Standard" points out that students in lower grades are required to like learning Chinese characters and have the desire to read actively. According to the requirements of curriculum standards for literacy and the characteristics of teaching materials, combined with children's physical and mental development and cognitive laws, according to the different types and characteristics of Chinese characters, with the corresponding mind map, this intuitive memory method is used to teach Chinese characters, improve the thinking content of literacy teaching, cultivate students' awareness of independent literacy and make students like literacy.

? According to the structural characteristics of Chinese characters, although they are diverse in number and complex in sound and meaning, they also have incomparable advantages over pinyin: Chinese characters are the most expressive characters, and like building blocks, they can be spelled flexibly.

? In teaching, students should be guided to master the methods and rules of learning Chinese characters according to different learning contents. For example, pictophonetic characters are composed of basic characters and radicals. After students are familiar with basic words, they can quickly get familiar with a long list of words by using mind maps.

Chapter II Mind Mapping and Sentence Teaching

Through the use of mind map, students can clearly understand the specific methods of saying sentences, that is, from the actions and language of the characters. At the same time, teachers present the key words in students' answers in the map in time, paving the way for students to make sentences concrete by using key information and providing a thinking foundation. With the auxiliary teaching of mind map, students have rules to follow and something to say, which greatly reduces the difficulty of learning specific sentences, improves students' language quality and promotes the development of language expression ability.

? Chapter III Mind Mapping and Paragraph Teaching

The study of paragraph structure is based on the study of sentence relationship, focusing on the relationship between clauses and cohesive devices in paragraphs. Sentence patterns are mainly determined by related words. The structure of the paragraph is more complete and complicated, which may be related words, or it may be a juxtaposition of several sentences without related words with central meaning. Therefore, they have similarities and differences with sentence patterns.

In primary school, we focus on the following basic paragraph structures: total score structure, parallel structure, undertaking structure, causal structure, turning structure and so on. Literally, these structures are abstract concepts, and the cognitive way of primary school students is mainly thinking in images. Mind mapping is the key to solve this contradiction. The intuitive advantage of mind mapping can make the analysis process of paragraph structure clear, concrete and artistic.

Chapter Four Mind Mapping and Text Teaching

In text teaching, we will find that many students can't effectively extract the necessary information and grasp the central content of the text. Some are fragmentary; Some are tedious; Some people even "read" word by word, not knowing what to say. In this way, without thinking and screening, we can't understand the chapters, but also consume too much useless information, which affects the reading speed and increases the difficulty of extracting key information.

Learning a chapter with the help of mind map can organize the most important information in the chapter, make the complex content stand out clearly and systematically, and help students not only grasp the main content of the article as a whole, but also find the important content of the article.

Chapter five? Mind Mapping and Exercise Teaching

Using the map to do exercises effectively changed the stereotyped situation of students' compositions. With the help of the launching structure of mind map, we can promote students' thinking divergence, help students break the shackles of thinking, expand their thinking, make students' inspiration flock to them, harvest materials rich in their own unique life experiences, and emerge many personalized exercises. With the infinite extension of the branches of mind map at all levels, students can keep thinking along the practice branches, integrate their own thoughts and make the article more profound. In short, with the help of the practice of map, it helps students to practice their thinking activities better, and constantly "leave whenever they want" and "leave whenever they want", so that the article can incorporate more elements rich in students' personality.

? Chapter VI Mind Mapping and Oral Communication Teaching

? In primary school oral communication activities, students' thinking training must be strengthened. The application of mind map makes students dare to express and be willing to express, and provides a platform for students to learn and cooperate, so that the spring breeze of harmonious cooperation can blow every student's heart. Improving students' oral communication ability is the focus of Chinese teaching under the new concept, the need to improve students' comprehensive quality and the requirement of the times. In Chinese teaching activities, give students a free expression space, let them want to speak, dare to speak and love to speak, protect their free expression personality, speak freely in oral communication, realize endless expression, and let every student express himself with individuality and uniqueness.

Chapter 7 Mind Mapping and Review

? Psychological experiments show that it takes 2.8 seconds to recognize a thing and only 1.5 seconds to explain it with lines. You can accept 1.66 times more information once than once. Graphic learning directly appeals to students' vision through words, symbols, charts and graphs, which enriches students' perception and helps students absorb and master knowledge and information. If the traditional narrative method is used in review, students will not be able to complete the process of "receiving, processing, storing and using information" in an effective time. Using mind map to review, combining pictures and texts skillfully, and displaying the key contents of the text with different lines, graphic shapes, colors and fonts are conducive to highlighting the perceived objects, attracting students' intentional attention, strengthening memory, and achieving the positive effects of simplifying the complex and turning the abstract into concrete.

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