|| This action study aimed to investigate the process and impact of the use of mind mapping on Chinese language teaching and learning of sixth grade students. There were|
twenty-five students participated in this action research. The teacher/researcher constantly reviewed and modified teaching process to develop appropriate learning
models during two cycles of action research. Data were collected from pre and post reading comprehension tests, reflection notes, video recordings, interviews,
questionnaires, learning sheets and students’ assignments of mind mapping.
The findings were as follows：
1. Mind mapping used in Chinese language teaching could improve reading comprehension based on the results of pre and post reading comprehension tests.
2. Based on students’ prior knowledge, the teacher/researcher used fill-in content
types mind mapping, structure models, reading materials and vocabularies, thus teaching has the best effect on students.
3. In the beginning stage, students just focused on the aspect of drawing skill of mind mapping. Later, they learned to focus on how to catch the main idea of the
article. Most of students can emphasis on both skills in the end. In the process, most of students had positive attitudes toward mind mapping instruction,
especially in the group mind mapping activity.
4. The teacher/researcher has promoted her own professional development through constant refelection and adjustment in her teaching practice.
Based on the findings mentioned, the researcher provdied some suggestions regarding practical teaching practice and recommendations for further research.