【正文】 d Map Editor, Mind Manager, Inspiration Free Mind, Mind Genius, Kid aspiration etc, including Kid aspiration is tailored specifically for children learning, it39。 ability of collaborative the ability of prehensive information, Lenovo and creative, is beneficial to the development of the creative mind map to the wisdom of all kinds of scattered, views achieve mastery through a prehensive study to bee a system, such as allowing students to free association, not like a traditional education, the demands from concept to the concept of “l(fā)inear thinking”.But according to the structure of the brain thinking for radioactive ”mesh thinking”.It is greatly stimulated the students39。s the symbol of Halloween? At the same time, the teacher write on the blackboard keywords associated with the above problems, such as Halloween, the When, according to the Special, Symbol, etc., these words just constitutes the central theme of this class mind mapping and first level.(3)Students through independent reading from the text to find the answer to that according to students39。Then students according to their own understanding of PPT courseware 4 describe the production steps of sentence order。s answer will be the main content of the Halloween present in the form of a mind map on the , students refer to teacher blackboard writing, according to their own understanding of the text, finishing their Halloween, mind mapping, and on the basis of repeat or recite the students in blackboard writing, according to your own logical mind maps clearly to retell the text, but has the certain difficulty to recite.(2)Teachers will mind map on the blackboard of Halloween, the term replacement for Thanksgiving, Thanksgiving and teaching words。s expectation, student reaction to this activity is cold, only 2 ~ 3 students to actively participate , only participate in the display of three students work better, and can repeat the full text, the other students to express their appreciation and surprised they show the to the reaction of the students, the author has carried on the reflection after class, the analysis is probably the most students to the text also is not very familiar with, can39。s works as an example, to explain in detail the method of making the mind map, and organize the students in the class again within the scope of full text analysis in the form of questions and answers, and blackboard writing to present this lesson mind mapping framework, especially improve the Symbol introduced in Turkey part of physical 2 for the students in the first class hour finishing the first draft of A:Figure 2(3)Students continue to improve their mind map, and from the text involves three parts of a part of the practice narrative refer to make your own mind of the steps as follows: exercise itselfteacher , students are consciously to participate in the text, study and improve their mind map, or two people sharing, or teachers, please four 5 of the students can plete the mind map, and can refer to the main content of mind mapping to retell the author found some problems in student example, some students way of thinking of problems in the mind are two main reasons why: one is the method of making the students to mind mapping also does not very understand, the second is students can39。t read the text, the third is they don39。t say the word, and due to fear of error can39。Then, according to the central theme and the main questions, students with questions part, hierarchical reading, highlight the focus and attention to detail, to deepen understanding。Students according to their own mind mapping is put forward and the text related problem, other students order to increase the fun, all of these activities can be used in a team petition.(3)To review the consolidated, and language output Students according to their own mind map to retell the text, you can repeat the full text, can repeat fragment, according to their ability and interest in , the conclusion In English reading teaching in the elementary school higher grades using mind mapping can stimulate students39。本文分析了思維導(dǎo)圖作為教學(xué)工具在小學(xué)英語課堂教學(xué)中應(yīng)用的優(yōu)勢并結(jié)合教學(xué)實踐，通過具體的教學(xué)案例探討了思維導(dǎo)圖在單詞學(xué)習(xí)、語篇閱讀、協(xié)作交流和話題作文等教學(xué)環(huán)節(jié)中的運用。再如在學(xué)習(xí)foal這個單詞時，可以先用圖片和文字展示了cow和calf，然后再出示horse和foal，通過對比學(xué)生了解了foal的意思，這時提出問題“Who can read it?”，在學(xué)生思考問題的過程中不斷呈現(xiàn)road、coat、boat等詞，學(xué)生通過對比、聯(lián)想很快就正確讀出了單詞。（二）在語篇閱讀中的運用在英語閱讀中運用思維導(dǎo)圖主要體現(xiàn)在整體感知閱讀材料、整體理解閱讀材料、理解閱讀材料的語言知識和復(fù)述、背誦閱讀材料等環(huán)節(jié)。以人教版教授月份為例，雖然本課的結(jié)構(gòu)和層次都比較清晰但課文較長，詞匯量較大，因而教師在教學(xué)時可以首先向?qū)W生展示思維導(dǎo)圖并配合肢體語言為學(xué)生簡要介紹，然后我針對一月的部分提出了問題：How many months are there in a year?Which month is the first month of the year?What do we called on January 1st?What are the children doing on that day?學(xué)生自習(xí)閱讀短文并回答問題。然后教師鼓勵學(xué)生以小組為單位繪制思維導(dǎo)圖，學(xué)生根據(jù)自己理解課文后制作的思維導(dǎo)圖展開討論活動，即在全班范圍內(nèi)展開分享和交流活動。眾所周知，寫作之前要有思路才能把文章寫好，而大多數(shù)小學(xué)生面對英文寫作沒有思路，甚至完全不知道該如何下筆。例如，就自己熟悉的話題“My friend” 進行課堂話題作文，可以運用下面的思維導(dǎo)圖進行思考和描述。第四篇：思維導(dǎo)圖在教學(xué)中的應(yīng)用思維導(dǎo)圖在教學(xué)中的應(yīng)用 分類：思維導(dǎo)圖在教學(xué)中的應(yīng)用20071221 11:22 閱讀(110)評論(10)。提倡有意義的學(xué)習(xí)。，設(shè)定適合的學(xué)習(xí)進度。第五篇：思維導(dǎo)圖在教學(xué)中的應(yīng)用思維導(dǎo)圖在數(shù)學(xué)學(xué)習(xí)中的應(yīng)用本學(xué)期，我校新課堂教學(xué)改革模式為“導(dǎo)學(xué)案思維導(dǎo)圖習(xí)得法”正式實施。思維導(dǎo)圖的精髓是促進人類大腦左腦和右腦的合理應(yīng)用，促進大腦的潛能開發(fā)，將大腦的思維過程進行可視化的展示，提高自己的思維水平，改變自己的思維方式和思考模式，讓自己用一個開放的頭腦接受新鮮的事物，讓自己的學(xué)習(xí)、生活更輕松。用思維導(dǎo)圖來進行預(yù)習(xí)的主要作用，是幫助學(xué)生明確目標(biāo)，在閱讀時能夠集中精神，在短時間內(nèi)把握住閱讀內(nèi)容的要點，理順自己的思路。學(xué)生對運用思維導(dǎo)圖這種方式進行復(fù)習(xí)總結(jié)都表現(xiàn)出一定的興趣。各章、各單元間不是孤立的，而是互相聯(lián)系的，讓學(xué)生自己找出聯(lián)系，把所有的思維導(dǎo)圖編織成自己的知識網(wǎng)，整個過程也是其樂無窮的。這么有創(chuàng)意的圖畫，學(xué)生怎么會忘呢？在數(shù)學(xué)教學(xué)中運用思維導(dǎo)圖，重要的一點是在思維導(dǎo)圖的幫助下，通過教師引導(dǎo)、學(xué)生獨立思考，逐漸培養(yǎng)學(xué)生運用知識解決問題的能力，達到提高數(shù)學(xué)能力、學(xué)會學(xué)習(xí)的目標(biāo)。