Second, the research method is not clear. This paper points out that "the research is carried out through literature research, observation, interview, actual investigation and comparative research." However, the author does not understand the concept and function of research methods, let alone the specific methods used in this paper. So some methods are just listed and never used, at least not reflected in the paper. For example, where are observation and interview methods used? Where is the comparative research method really used? Even the methods of literature research and actual investigation seem to be improperly used.
Third, the research results are not specific. It is difficult to get specific research results because this paper has not raised specific research questions. In fact, this paper does not provide any material about the disadvantages of the so-called "traditional junior high school prose teaching", nor does it provide any material about the effect of mind mapping in junior high school prose teaching, so it is impossible to judge the role of mind mapping in prose teaching. Especially in the "concrete practice" part of the fourth chapter, the author emphasizes that students should be taught to learn to draw mind maps. However, all the mind maps drawn by students are presented in this paper, but none of them are drawn by students. How does this reflect the teaching effect of students using mind mapping? Chapter Five Thinking on the Application of Mind Map in Prose Reading Teaching is rich in content, but it is only thinking about general Chinese teaching problems, and it is difficult to form useful teaching methods or strategies for peers.