正所谓“读一本好书，就等于和一位高尚的人对话”，名著承载的正是古往 今来蕴涵的精神财富。阅读名著可以领略文豪们的文采，可以陶冶性情开阔视野， 可以在书中与自己，与伟人，与世界对话，还能够提高阅读和写作能力。但是反 观当下的中学生名著阅读现状，存在着名著阅读兴趣、能力和习惯的缺失等一系 列问题。以及中学语文教师在应试教育影响忽视名著阅读的教学或者教学目标不 明确、教学方式过于单一的问题，因此当下亟需一种更为有效创新的名著阅读的 方式。笔者在探索名著阅读新式教学方法的过程中，发现思维导图的形式图文并 茂，直观形象，个性生动，是一种适合运用在名著阅读教学中的工具。那么在实 际运用的过程中，如何运用思维导图在名著阅读中?思维导图在名著阅读中是否 有效?学生的名著阅读能力和兴趣是否提升?这些是本文研究的中心问题。
本研究共分为四部分,第一部分绪论，简要阐述研究缘由、研究意义和理论 基础，对国内外的文献进行归纳综述，界定思维导图、名著和“部编版”初中语 文的概念。第二部分行动研究设计设想，包括研究目标、研究内容、研究方法和 研究步骤。第三部分行动研究准备，通过调查问卷了解学生名著阅读实情和教师 名著阅读教学现状，再分析现阶段名著教学中存在的问题。第四部分行动研究实 施，也是论文的主体。第一轮研究显示借助文献资料和自己与其他教师的教学经 验等多种方式，构建出一个较为科学有效的优化初中语文“名著阅读”教学的指 导实施的模式:一、初读文本，人物关系图为主;二、细读文本，主题创新图为 主;三、品读文本，专题探究图为主;四、总结文本，总结概括为主，将此模式 运用在第一轮行动研究中。通过反思第一轮行动研究的出现的问题，发现学生在 思维探究和创造性没有得到显著提升以及个人完成的缺陷，所以开展的第二轮研 究增加了小组合作、自主选题、展示交流和形成小论文几个部分。研究方法主要 是调查问卷法、访谈法、实物收集法、观察法、测验法等。经过一学期思维导图 在名著导读的运用之后，设计调查问卷比对开学初的调查问卷对比实际效果，访 谈个别学生采访学生对思维导图的感受，观察学生在运用过程中的表现和变化来 分析思维导图的有效性。第四部分是结论和实施建议，发现思维导图在学生阅读 的兴趣、理解能力、思维能力、口语表达能力、写作能力均有所提升以及研究存 在的不足。笔者希望通过本次研究能在行动研究中建立一个将思维导图运用在名
著阅读行之有效的模式，探究思维导图在名著阅读中的效果和学生的转变，为一 线教师在名著阅读教学中提供一些具体可行的策略方法和可供借鉴的经验。

As the so-called "reading a good book is equivalent to talking with a noble person", the masterpiece carries exactly the spiritual wealth contained in the ancient times. Reading masterpieces can appreciate the literary talents of writers, cultivate temperament and broaden your horizons, you can talk with yourself, with great men, with the world in the book, and you can improve your reading and writing skills.
However, looking at the current situation of middle school students' reading of classics, there are a series of problems such as the lack of interest, ability and habit of reading classics. And the problem that middle school Chinese teachers ignore the teaching of classic reading in exam-oriented education or the teaching objectives are unclear, and the teaching method is too single. Therefore, a more effective and innovative way of reading classics is urgently needed. In the process of exploring the new teaching method of reading classics, the author found that the mind maps are rich in graphics, intuitive image and vivid personality, which is a suitable tool for teaching classic reading. So in the process of practical application, how to use mind maps in reading classics? Are mind maps effective in reading classics? Has the reading ability and interest of students' classics improved? These are the central issues studied in this article.
This research is divided into four parts. The first part is an introduction, briefly explaining the research reasons, research significance and theoretical basis, summarizing domestic and foreign literatures, and defining the concepts of mind maps, masterpieces, and "junior edition" junior high school Chinese. The second part of the action research design assumptions, including research objectives, research content, research methods and research steps. The third part is the preparation for action research. Through the questionnaire, we can understand the facts of students’ reading of classics and the teaching status of teachers’ reading of classics, and then analyze the problems existing in the teaching of classics at this stage. The fourth part
of action research implementation is also the main body of the thesis. The first round of research shows that with the help of literature and teaching experience with other teachers, we have constructed a more scientific and effective model for optimizing the guidance and implementation of junior high school Chinese "famous reading" teaching:
1. The first reading text, mainly the relationship diagram of characters; 2. The detailed reading text, mainly the theme innovation diagram;
3. The reading text, mainly the special inquiry diagram;
4. The summary text, the summary.
This model is used in the first round of action research. By reflecting on the problems in the first round of action research, it was found that students’ thinking exploration and creativity have not been significantly improved and the defects of personal completion, so the second round of research carried out increased group cooperation, self-selected topics, display exchanges and the formation of small Several parts of the thesis. The research methods are mainly questionnaire method, interview method, physical collection method, observation method, test method, etc.
After the application of mind maps in the classics for one semester, the design questionnaire was compared with the questionnaire at the beginning of the school to compare the actual effects. Individual students were interviewed to interview students about their feelings of mind maps, and to observe the performance and changes of students in the process Analyze the effectiveness of mind maps. The fourth part is conclusions and implementation suggestions. It is found that mind maps have improved students' interest in reading, comprehension ability, thinking ability, oral expression ability, writing ability, and research deficiencies. The author hopes that through this research, an effective model of applying mind mapping to reading of classics can be established in action research, to explore the effect of mind mapping in reading of classics and the transformation of students, and to be a first-line teacher in teaching classic reading Provide some specific and feasible strategies and methods for reference.