Application of Mind Mapping in Kindergarten Picture Book Reading Instruction

绘本阅读是幼儿园教育的重要载体，对幼儿认知、语言与思维发展具有独特价值。为提升幼儿绘本阅读能力，促进深层阅读发展，文章探讨思维导图在幼儿园绘本阅读教学中的应用。首先，从理论可行性切入，阐释思维导图与3~6岁幼儿特点的匹配度；其次，归纳思维导图在幼儿园绘本阅读教学中的“四维价值”，继而提出“导、形、创、用、评”五步教学策略；最后，通过前后测分析思维导图在幼儿园绘本阅读中的应用效果，总结思维导图对提升幼儿阅读素养的意义，并提出未来展望。Picture book reading is an important carrier of kindergarten education and has unique value for the cognitive, linguistic, and thinking development of young children. To enhance young children’s picture book reading abilities and promote the development of deep reading, this article focuses on the application of mind mapping in kindergarten picture book reading instruction. First, it starts from theoretical feasibility to explain the compatibility of mind mapping with the characteristics of 3-6-year-old children; second, it summarizes the “four-dimensional value” of mind mapping in kindergarten picture book reading instruction ; then, it proposes a “guide, shape, create, apply, evaluate” five-step teaching strategy; finally, it analyzes the application effects of mind mapping in kindergarten picture book reading through pre-test and post-test comparisons, summarizes the significance of mind mapping in improving young children’s reading literacy, and presents future prospects.