思维导图，是一种可视化的、非线性的思维工具，它通过图文并茂的形式促进思维的激发和整理。由于其强大的信息处理功能，近年来被广泛地应用于教育领域，对提高学校教学质量和学生思维的训练，起到一定作用。小学语文习作是语文综合能力的运用，需要学生思维的激发和整理，因此，以思维导图辅助习作教学，在小学生刚刚接触习作时具有一定价值。 本研究查阅了大量的国内国外文献，在了解前人的研究方向和内容的基础上，选取S小学三年级一个自然班作为研究对象，进行了三轮共12周、为期三个月的思维导图辅助习作教学的行动研究。 我们经过三轮的行动研究，总结出了思维导图作为思维辅助工具，在小学语文习作教学当中的应用模式。主要研究方法是将行动研究实施前后的学生习作作品，进行实物分析，结论证明在思维导图的辅助下，学生的习作兴趣和习作水平都有所提高。希望我们的研究，能够为一线小学语文教师在实际习作教学中提供一定的参考。

Mind mapping is a visual and non-linear thinking tool, which promotes the stimulation and arrangement of thinking through the combination of pictures and texts. Due to its powerful information processing function, it has been widely used in the field of education in recent years, playing a role in improving the quality of school teaching and the training of students' thinking. Primary school Chinese writing is the application of comprehensive ability of Chinese, which needs the stimulation and arrangement of students' thinking. Therefore, using mind mapping to assist the teaching of Chinese writing has a certain value when primary school students just come into contact with the writing. This study has reviewed a large number of domestic and foreign literatures. On the basis of understanding the research directions and contents of the predecessors, a natural class in Grade 3 of S Primary School has been selected as the research object, and three rounds of action research on Mind Map-assisted Writing Teaching for 12 weeks, three months, has been conducted. After three rounds of action research, we have concluded the application mode of mind map as a thinking aid for Chinese writing teaching in primary school. The main research method is to analyze the students' exercises before and after the implementation of action research. The conclusion proves that the students' interest and level of exercises have been improved with the help of mind mapping. I hope that our research can provide a certain reference for the first-line primary school Chinese teachers in the practical teaching.