【正文】 ramework of the dialogue, also can try to let the student through the desk mate, group cooperation, mutual inspiration, creative mind map and the students39。 reading prehension to 6 a Unit 3 as an example, the text about Halloween, the main of the lesson teaching process is as follows:(1)Teachers using PPT to present Halloween related pictures, activate the students mind related background knowledge and life experience.(2)the teacher to ask questions, read around as follows: When is Halloween? According to the is Halloween, special? What kind of holiday is Halloween? What 39。And then let the students read the text in the jackthe method of making the lantern。s demonstration and explanation based on have a preliminary understanding on mind second passage in this unit of Thanksgiving lesson study, teachers guide students to independent mind map drawing, straightening out the article following is the author in two classes have two class teaching situation.(1)The first class teaching situation(1)At the beginning of class, the teacher guides the student to review through questionandanswer activity associated with Halloween content, and according to the student39。t students content understanding and structure analysis of difficulties, cannot be accurately in the mind map to use keywords.(3)Use of images, physical objects, such as multimedia courseware to help students learn the new words, to solve the mind map content understanding in the process of production is difficult, for the next class repeat clears the language barrier.(4)Homework, class students to finish their mind map and be to the tape and read the text after home, next time related resources of their own mind map about Thanksgiving.(2)For the adjustment of the first class teaching process and teaching effect 10 minutes of break time using the class recess, the author of the first class to reflect on the teaching conditions, teaching steps in the next class to do the appropriate the review stage of the teaching, considering the time factor, the teacher not to let the students finish their Halloween, mind mapping, and just stay in the oral review level, the effect not adjustment, the teacher first through the mind map, blackboard writing, present Halloween reference mind mapping, and then students try to retell or recite Halloween related content, this adjustment will help students understand mind mapping in understanding, analysis, and the auxiliary function of memory, the text, after the adjustment of classroom teaching practice, the change to save some time, but the review retelling of the link is more, make the time slightly nervous of a preliminary reading for the text of Thanksgiving, nearly half of the students failed to plete the mind map, nearly one third of the students can begin to try to retell it.(3)The second class teaching situation(1)at the beginning of class, I let the students take out their own drawing in the last lesson Thanksgiving mind mapping, voluntary under the physical projection display, and refer to Thanksgiving of the related contents of introduction of mind the author39。t show in the class.(2)the author to student A39。t plete the mind map, there may be three reasons: one is the part of students knowledge base is weak, the second is they don39。t read also can39。 autonomous learning in the new teaching, or arrange part use review after class? The subsequent four passage in this unit and the second semester, another about the festival of unit teaching, to continue the practice of mind mapping and research, found some proper use mind mapping to improve the effectiveness of the method in reading the reading much longer and more new words, plex structure and hierarchical, or not too clear, first by the teacher presents the mind map, full text summary to introduce the effect, help students to understand the articles。 independent reading and making a mind map is given priority this process, the teachers only play the role of inspiration and should include three levels:(1)Reading preparation In order to help students smoothly and accurately understand the text, and draw out of mind mapping, the teacher should be around in front of the students to read the previous lessons or the content of the same topic, assisted by a mind map to review, again, to help students familiar with finishing and draw the text basic ideas and methods of the mind map.(2)And exchanges, deepen understanding Students according to their own understanding of the text after the mind map of production activities, namely the fight in the class to share and exchange this activity, the teacher can help students deepen understanding, adjust the mind mapping framework and structure, and plete the main knowledge activities can be: teacher questions, students according to their own mind mapping vie to answer first and plementary。 thinking and improve the classroom efficiency at the same present, the application of mind map in the primary school English teaching is not mon, there are many difficulties, but if can adhere to the practice and research, constantly changing the methods of teaching the use of mind mapping, mind map will be promising in English reading teaching in the elementary school higher grades.第四篇：思維導(dǎo)圖在高職高專課堂教學(xué)中的應(yīng)用思維導(dǎo)圖在高職高專課堂教學(xué)中的應(yīng)用摘 要：本文主要論述了思維導(dǎo)圖的內(nèi)涵、繪制方法及其在高職高專課堂教學(xué)中的應(yīng)用。如何在高職高專課堂教學(xué)中培養(yǎng)學(xué)生的創(chuàng)新意識(shí)，提高學(xué)生解決實(shí)際問(wèn)題的能力和就業(yè)能力，已成為高職高專院校教學(xué)改革的重要內(nèi)容。一、思維導(dǎo)圖概述（一）思維導(dǎo)圖的內(nèi)涵科學(xué)研究表明：人類思維呈放射狀，進(jìn)入大腦的每一條信息、每一種感覺(jué)、思想或記憶都可作為一個(gè)球體表現(xiàn)出來(lái)，呈現(xiàn)放射性立體結(jié)構(gòu)?！保ǘ┧季S導(dǎo)圖的繪制方法思維導(dǎo)圖的中心思想是使用可視化的方法將思維過(guò)程以放射狀圖表的形式繪制出來(lái)。這些軟件使用起來(lái)都非常簡(jiǎn)單，并附有詳細(xì)教程和豐富素材，大大簡(jiǎn)化了思維導(dǎo)圖的創(chuàng)建過(guò)程。經(jīng)過(guò)20多年的摸索和實(shí)踐，思維導(dǎo)圖在我國(guó)中小學(xué)課程教學(xué)中的應(yīng)用已比較普遍，涉及的學(xué)科范圍比較廣，涵蓋了語(yǔ)文、數(shù)學(xué)、英語(yǔ)、物理、化學(xué)、生物、地理等，并取得了很好的教學(xué)效果。胡存華[3]將思維導(dǎo)圖引入高職高專《英語(yǔ)國(guó)家概況》教學(xué)的實(shí)踐中，提高了學(xué)生主動(dòng)參與課堂的積極性，教師體會(huì)到了教學(xué)相長(zhǎng)的樂(lè)趣。（二）在計(jì)算機(jī)相關(guān)課程課堂教學(xué)中的應(yīng)用張建明[7]分析了高職院校計(jì)算機(jī)文化基礎(chǔ)課在教與學(xué)方面的問(wèn)題，介紹了思維導(dǎo)圖理論及其教學(xué)優(yōu)勢(shì)；結(jié)合計(jì)算機(jī)文化基礎(chǔ)課實(shí)例，說(shuō)明了思維導(dǎo)圖在輔助教學(xué)中的重要作用。王向華等[11]在高職IT類專業(yè)課程中構(gòu)建基于思維導(dǎo)圖的討論式教學(xué)方式，運(yùn)用“情境”、“協(xié)作”、“會(huì)話”和“意義建構(gòu)”幫助學(xué)生構(gòu)建自己的知識(shí)體系。藥物分析是高職高專教育藥學(xué)專業(yè)的一門重要專業(yè)課程，王麗麗[15]將思維導(dǎo)圖軟件引入教學(xué)，既能提高教師備課速度，又能顯著提高學(xué)生學(xué)習(xí)效率，增進(jìn)理解和記憶能力；充分體現(xiàn)了“以教師為主導(dǎo)，學(xué)生為主體”的教學(xué)方式