Junior middle school Chinese mind map to refine ideas

Mind mapping is an effective thinking tool. It combines the concept of the whole brain and fully utilizes the functions of the left and right brains, including the logic, order, regulations, words, numbers of the left brain, and the functions of the right brain. Image, imagination, color, space, whole, etc. Below is a junior high school Chinese language mind map compiled by me. Thank you for reading.

Junior high school Chinese mind map (1)

Junior high school Chinese mind map (2)

Junior high school Chinese mind map (3)

Junior high school Chinese language mind map (4)

Junior high school Chinese language mind map (5)

Junior high school Chinese language use mind map to refine ideas

Use mind mapping The theoretical basis for this method of taking notes with pictures comes from the famous British psychologist Tony Buzan. Use colors, natural structures emanating from the center, and use lines, symbols, words, and images, following a set of rules that are simple, basic, natural, and easy for the brain to accept. With mind mapping, you can turn a long list of boring information into a colorful, easy-to-remember, and highly organized picture.

Use mind maps to take notes

The mind maps used in Chinese classes are very different from Tony Buzan’s mind maps. Tony Buzan's pictures are radiated from the center and curves, and have several branches that do not have a specific logical relationship; while the pictures in the Chinese class also have a center, but the relationship between the radiated branches and the center is There is an inherent and strict logical relationship. Usually a vivid picture is used as the center. If the text has one theme and five lower levels, it can be represented by a flower with five petals. The center of the flower is the center of the text, and the five petals are the five levels. In this way, abstract language and text can be visualized concretely, which is more beneficial to the brain's acceptance. By borrowing the colors and graphics of mind maps, learners can be mobilized to actively follow the teacher into the learning situation, thus improving learning efficiency.

Another element of mind mapping, keywords, is also an important factor in Chinese teaching. The overall idea of ??the article is extracted into just a few words and phrases. By placing these concise words in the picture, the text and the image form a whole. We know that the biggest characteristic of images is their integrity, which is the most essential difference between images and words when they are accepted by the brain. The brain recognizes words as fragmented and scattered, while the recognition of images is holistic. Therefore, extracting the learning points such as the ideas and writing features of the article and writing them in graphics will help learners identify the graphics and text as a whole. Learning while drawing is a process that uses both hands and brain. Multiple senses work together to complete the learning process at the same time, which also improves the efficiency of learning.

Use the comparative memory method well

Chinese language knowledge is extensive and profound, and many knowledge points are the same or similar, so the comparative memory method is widely used. Comparative memory method can be divided into two types of comparison: differences among similarities and similarities among differences.

The first is the comparison of similarities and differences. In daily study, some students only pay attention to the comparison of rhetorical grammar such as metonymy and metonymy, symbol and metonymy, pun, diversion, transference and empathy, connected sentences and concurrent sentences. In fact, this is not enough. You must be good at discovering differences in punctuation, words (including idioms) and other aspects. For example, both ellipses and dashes can express language interruptions, but what are the subtle differences? What are the different applicable scopes of dashes, colons, and parentheses explained in table comments? What are the differences between early morning, early morning, dawn, and dawn (military terms)? Mi Mi Za Za What is the difference between ? and ? densely packed?? ? put national concerns first and then personal hatred? , but the former sentence is to explain one's subjective understanding when doing ideological work for the disciples, and in the context it is a conative action; the latter is a causative action). For another example, if an article has a summary at the beginning and a summary at the end, which sentence should be the central sentence? This requires comparing its clarity and comprehensiveness.

The second is the comparison of differences and similarities. This is a comparative method that many students seldom use in their studies. In fact, a lot of knowledge overlaps and overlaps. If there is no habit of seeking common ground, it will inevitably lead to confusion in understanding and hesitation in answering questions.

Learning tips

Chinese learning? Three steps?

1. Understanding: Of course, Chinese learning requires reading more extracurricular books, reading more good articles, and more Reading newspapers, even slogans and advertisements, as the ancients said, "Everywhere you pay attention, you will gain knowledge", and you need to receive external information through multiple channels and around the clock. However, some students go to middle school to write down what they learned in elementary school because they know little about what they are learning, or do not understand it at all. The ancient poem "I miss my loved ones twice as much during the festive season", "Three times" will be written as "preparation", "quiet", "Weicheng Zhaoyu Qingchen", "Qingchen" will be written as "early morning", I think if students really understand this sentence The meaning of poetry cannot make such mistakes. The main reason why today's students have so many typos and weird spellings is because they don't understand the meaning of the words. Paying attention to strengthening the teaching in this aspect during the Chinese teaching process will undoubtedly achieve good results.

2. Memorization: During the teaching, it was found that students forget what they have learned before. The content taught at the beginning of the semester is forgotten halfway through. Time has changed and there is no longer any impression. The main reason is that there is no intention to learn. Read and memorize carefully. In addition to reciting on the basis of understanding, you must also take notes. A good memory is not as good as a bad pen. Reading something over a thousand times is not as good as copying it by hand. Teacher Xu Teli has an important reading experience: "Reading without writing". We now require students to write reading notes for extracurricular reading. It is for this reason that this is a good way to accumulate knowledge.

3. Application: As the saying goes, "Put what you learn into practice". In a sense, the amount of knowledge accumulated and the quality of its application are all reflected in the composition. The problem that exists among students now is that learning should be followed by learning, writing should be written, and learning and writing should be completely separated. They cannot imitate the creative layout of famous articles, and cannot flexibly apply the beautiful words they have learned to their own articles. , the content of the article is empty and boring. Learning and application complement each other. Common use can achieve the purpose of consolidating knowledge, and learning provides a source of living water for writing.

Learning Chinese is difficult. The difficulty lies in the fact that you need to persist in accumulation. The difficulty lies in the fact that you must follow the rules of Chinese learning, use the methods of "understanding, memorizing, and applying", and insist on reading more, thinking more, and writing more. If you are a thoughtful person in life, your reading and writing skills will gradually improve.

Analysis of difficulties

Using stories to connect Chinese characters

Chinese characters are many and complex, but if the three elements of Chinese characters, sound, shape and meaning are concentrated into one vivid image, By connecting them together in stories, the abstract words can be transformed into an indivisible whole with a concrete image, which can solve many students' problems of homophonic typos, similar typos, and difficulty in remembering and writing.

For example, in the word "hao" ("The Disaster of the Normandy", Lesson 4, Volume 1, Grade 7, Jiangsu Education Edition), students will mistakenly write the word "house" in the upper left as "?" The word "kai" means an extra word "口" is added. Using the Shuowen interpretation method, the character 濿曰 can be explained as follows: a family (the character 鈥淖 on the upper left) can recite the law backwards (next to the reverse text on the upper right) (referring to the character 濿? below), Therefore, they can cause trouble without any worries and receive people's care (? Zhao? is pronounced as ? Zhao).

Cultivation of thinking ability in junior middle school Chinese teaching

? The heart is the organ of thinking, thinking is what you get, and if you don’t think, you can’t get it. It can be seen that our country's educators and thinkers have attached great importance to cultivating students' thinking ability. Jiang Zemin pointed out: "Innovation is the soul of a nation's progress and an inexhaustible driving force for the country's prosperity." ?The core of innovative ability is thinking. In a sense, cultivating students' good thinking quality and strengthening thinking training are undoubtedly the keys to cultivating students' creativity. In the practice of Chinese teaching, I have realized more and more deeply that if Chinese language is to be truly effective, it cannot be limited to changes in teaching methods, but must first change teachers’ teaching concepts and penetrate the tentacles of Chinese teaching into students’ thinking. field.

Take cultivating students' thinking ability as the primary goal of Chinese teaching.

From this point of view, fully mobilizing students' thinking enthusiasm and cultivating students' correct thinking methods are important contents of educating people. So, how to cultivate students' good thinking quality in practical operations? Specifically The methods are as follows:

1. Creating a good classroom atmosphere is the basis for cultivating thinking ability. The creation of a good teaching atmosphere is the embodiment of teachers' climax teaching art. As a famous person said: In Chinese classroom teaching, if the process of guidance has ups and downs, a sense of relaxation and relaxation, if it is fresh and unique, full of agility and poetic brilliance, it will definitely create a vibrant classroom. Atmosphere. It will be of great benefit to the development of students' thinking ability.

How to create a good teaching atmosphere?

1. Carefully design the introduction. A good beginning is half the battle. The design of a good classroom introduction is actually the beginning of successful classroom teaching. Wonderful introduction can often create a good classroom atmosphere and become a motivation to stimulate students' thinking. For example: When I teach a lesson on oral skills, I first create a teaching situation: play the recording "Lausanne Academy" to stimulate students' thinking, ask students to listen hard, and after three minutes let them dictate what they heard from it? What content did Lausanne perform? Then he inspired the students: If a performer has empty hands on the stage, but he can play beautiful blues, simulate the whistle of the "Titanic", and play the sad "Er Fountain Reflects the Moon", he relies on What skill? What is this called in folk art? Bring students into "beatbox" unconsciously.

2. Being good at catching the sparks of ideas and taking advantage of the situation to activate thinking is another strategy to create a good classroom atmosphere and cultivate thinking ability. .Some students with learning difficulties are not active enough in thinking, not broad enough in thinking, and the quality of learning is not very high. This is reflected in their laziness in learning, but they also have sparks of wisdom from time to time. Teachers should be good at catching this spark of wisdom. , light up the inner lamp of their wisdom and open the door to their thinking. For example, when teaching the article "Wolf", teachers and students were talking about the cunning of wolves and the bravery and wit of butchers. This is when a classmate who usually has poor grades whispered: "Two wolves have a spirit of cooperation." ?I asked him to get up and ask him to tell everyone what he was thinking. He stood up timidly, lowered his head, and did not dare to speak. I further encouraged: "Teacher, I think your point of view is very novel and valuable. Can you share it for everyone to learn from?" After hearing this, the classmate's eyes showed a strange light, and he said in a trembling voice: "Teacher" , didn’t you say that heroes should not be judged by success or failure? Although the wolf failed, they cooperated with each other tacitly. This spirit of cooperation is worth learning. ?After hearing this, everyone gave warm applause. The classmate's face turned red and his eyes sparkled. After that, he often asked unexpected questions. This question and answer not only creates a good classroom atmosphere, but also opens a closed door of wisdom.

2. Based on students’ psychological characteristics and combined with Chinese classroom teaching practice, it is an effective way to strengthen students’ thinking ability training.

The process of Chinese teaching is a process of perception-experience-understanding-application. In this process, teachers use inspiration and induction to enable students to acquire the ability to collect and process information, and to explore, analyze and solve problems. , and the core of these abilities is thinking ability. How to train students' thinking ability? The author has made the following explorations:

First, train the agility of thinking. Agility of thinking refers to the speed of thinking and quick response to problems. Agile thinking is not innate, but requires long-term training to develop. Teachers can use different teaching methods in teaching and provide long-term training. For example, when teaching "The Emperor's New Clothes", after reading the text for the first time, you can design the following questions to understand the text as a whole and train students' quick thinking ability: 1. Who is the author of this article? Which country is it from? 2. Use the simplest method The words summarize the content of the story. 3. Who is the most ridiculous person in the work? Who is the most hateful character? Who is the most despicable character? Who is the cutest character? Why? 4. Outline the characteristics of the characters (each character should not exceed ten words) ).

The winner will be determined by answering questions. In this way, students not only have a comprehensive understanding of the text, but also train their thinking agility.

Second, train the uniqueness of students’ thinking.

The uniqueness of thinking means thinking and solving problems without reliance, blind obedience, or superstition, and the ability to analyze and judge with unique insights.

In reading teaching, teachers should encourage students to question and explore, and strive to provide students with independent space to think and explore issues, so as to exercise the originality of students' thinking.

Teachers should also be good at designing problems that can not only create space for students to think, but also provide examples of creative thinking. Let students understand that learning comes from thinking and thinking comes from doubting. Let the process of students' thinking development sail smoothly under the guidance of the teacher, the lamp of wisdom. For example, when studying the article "Mr. Fujino", the teacher asked: "Tokyo is nothing like this. The "" in "" is also a related word, but there is no sentence in front of it, who is related to it? Why is the first sentence of the article written like this? It seems In a seemingly ordinary place, the teacher raised such profound questions, and the students immediately fell into thinking. Immediately, the student raised his hand and answered: "This sentence has a subtext, which was omitted in front of it." ?Another student answered: ?The Qing Empire was declining, impoverished and corrupt, so the author went to Japan to seek the truth. What he saw when he went to Japan was that the Chinese students were still good-natured and intoxicated, which made the author filled with righteous indignation. "Another student said: "The words contain the author's infinite sadness and indignation." Teachers are good at asking questions and students are good at thinking. The method of setting up doubts is taught in the question and answer, to see doubts in the ordinary and to raise doubts in the doubtless. Only such thinking results will be original.

3. Train students to have profound thinking

Profound thinking refers to the characteristics of being good at delving into and thinking about problems, understanding things that are not satisfied with appearances, and being good at distinguishing essence and non-essential features. . The method is: seize the contradiction and display it. Opposite things are mutually exclusive and can easily arouse thinking. Whether it is the main theme of the article, the structural arrangement, or the detailed description, as long as we grasp the inherent contradictions of the text, we can stimulate students to think actively and cultivate the depth of students' thinking. For example: When studying "Kong Jiji", the teacher asked: Why did Kong Jiji stand and drink when he was wearing a long gown? Why did he wear a long gown when he was poor? This question provoked conflicts, students' thoughts collided, and they fell into active thinking. After discussion, The students understand that the stroke "standing while drinking while wearing a long gown" is actually well-intentioned and condenses Kong Jiji's entire spiritual world and social situation. Through inquiry, students not only understood the profound meaning of the work, but also learned a method of questioning and inquiry - raising doubts about contradictions, thereby exercising the profundity of their thinking.

In short, the most important thing in reading and learning is thinking and inquiry. The teaching process is a process of repeated and deepening of students' thinking from doubt to doubt, and from doubt to doubt. The important task of Chinese teaching is to cultivate students' thinking ability in this inquiry process.

About the author: Pan Haichun, a senior teacher at Middle School, has been rated as a district-level teaching expert and won the title of Outstanding Youth Class Teacher. The class he led was rated as a district-level advanced class and a city-level advanced class. The paper he wrote: "On the Cultivation and Development of Middle School Students' Reading Ability" won the third prize of the National Chinese Association Reading Research Center, and ""Perception---Understanding--Evaluation--A Preliminary Study on the Creative Teaching Model"" won the Autonomous Region Educational Science Research Academic Award Second Prize from the Committee. 〈〈A brief discussion on the art of reading in Chinese classes〉〉won the third prize of the Inner Mongolia Education Society. The scientific research project undertaken "Theme Class Meeting-An Effective Form of Moral Education Work" passed the national acceptance.

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