Mind map was a note-taking method proposed by Tony Buzan(1994). And later it is developed into eight modes of thinking maps by David Hyerle(2009), which has been widely used in English teaching. As a knowledge visualization learning tool, mind map could help students construct knowledge framework, sort out knowledge structure, expand thinking and enhance memory. This article will take the grade three class of Shijiao Qixing Primary School in Shijiao Country, Qingyuan City as a sample. The Shijiao Qixing Primary School is a village primary school which most of the students are left-behind children and there are about 30 teachers with an age of 40. Neither the teachers nor the students have experienced the mind mapping teaching method. The article will explore the application of mind mapping in a countryside primary school based on relevant theoretical knowledge and classroom practice.

Mind map is a new way of thinking that visualizes and visualizes radioactive thinking. The application of mind map in teaching is consistent with the expression of "development of thinking ability" in the "Chinese Curriculum Standards". Its concise construction and clear expression can, on the one hand, convey the ideas of language expressors more quickly and quickly, and on the other hand. On the one hand, it can make the language receiver easier and clearer to understand the message the other party wants to convey.This paper analyzes the application rules of mind map in classroom teaching, and expounds the application strategy of mind map in primary Chinese oral communication teaching from three aspects: picture-text combination, picture-introduction, and picture-introduction. The effective development of primary school students' innovative thinking and logical ability promotes the effective improvement of primary school students' oral communication skills.