2022年新课标颁布以来，小学作文教学十分重视对学生写作思维能力的培养。写作，综合体现了学生语文核心素养的达成度。考虑到小学中段学生正处在关键的认知发展阶段，培养学生写作技能尤为重要。然而，传统的写作教学方法无法充分激发学生的学习兴趣或发挥其创造潜力。因此，探索新的教学策略，如思维导图，对于促进学生的写作技能发展具有重要意义。

本论文采用定量与定性相结合的方法，包括问卷调查、访谈和文本分析等，以全面评估思维导图在小学中段作文教学中的应用现状。结果表明，鄂尔多斯市Y小学中段思维导图作文教学存在教师教学观念与实践不合一、学生技能与适应性差异较大、评估与反馈机制不健全、课程安排时间不足等问题。

针对存在问题和背后成因分析，本论文从教师、学生、教学策略、评价与反馈体系建立、课程时间安排提出具体的实施建议。在教师培训方面，要加强教师思维导图理论知识的学习，学校组织专项培训，成立专项课题组，进行定期交流。在教学策略方面，要聚焦作文创作不同阶段，根据学生需求恰当选择绘图时机和方法，利用思维导图审题立意、分析例文、修改习作，聚焦中心主题选择素材，利用一级主干谋篇布局、次级分支充实细节。在学生方面，要尊重学生主体地位，充分发挥自主性，针对学生个体能力进行差异化作文教学。在评价与反馈方面，要建立规范的评价标准，做到多元互动评价，尊重作品的个体差异性。

At present, the educational field attaches great importance to improving the primary school students' writing ability and the potential value of mind mapping in teaching. Given that midschool students are at a critical stage of cognitive development, their writing skills are particularly important. However, traditional writing teaching methods may not fail to fully stimulate students 'interest in learning or exert their creative potential, therefore, exploring new teaching strategies, such as mind mapping, is important in promoting the development of students' writing skills.

The study used both quantitative and qualitative methods, including questionnaire survey, teacher interview and classroom observation, to comprehensively evaluate the application status, effect and existing problems of thinking mapping in middle-course writing teaching in primary school. By collecting data from different sources, this study aims to gain a deep understanding of how mind mapping can be applied in practical teaching and its impact on the improvement of pupil writing ability. At the same time, the research also focuses on teachers' attitudes and cognition of using mind mapping and the challenges encountered in the implementation process. The research content covers many aspects of writing teaching in thinking mapping in primary school, including the teaching design of mind mapping, implementation strategies, students 'acceptance, and the specific effect of mind mapping on improving students' writing ability. Through the comparative analysis of students before and after writing, as well as teachers' feedback, this research deeply discusses how mind mapping can help students organize thinking, clear structure, and stimulate innovative thinking, so as to improve the quality and efficiency of writing. In addition, the study evaluated the challenges faced by teachers in teaching when using mind mapping and proposed corresponding solution strategies. The conclusion shows that mind mapping, as an effective teaching tool, can significantly improve the writing ability of middle students in middle primary school, especially in enhancing students' structured thinking, promoting innovative thinking and improving their interest in writing. However, to fully realize the teaching potential of mind mapping, teachers need to have the corresponding knowledge and skills, as well as the necessary support from the school. Finally, the paper makes some suggestions for the application of mind mapping in writing teaching, aiming to provide reference for future teaching practice.