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.

This scholarly article aims at analyze the obstacles encountered by teachers who specialize in the transition from early childhood education to primary education, as well as the possible areas for their growth and progress. Through the utilization of a combination of qualitative and quantitative research methods, along with detailed case studies, we have identified a number of major challenges faced by these teachers. These challenges primarily center around psychological stress, disparities in educational philosophies, and the task of bridging the gap between home and kindergarten education. To promote the professional development of teachers specializing in this transition in the future, it is crucial to prioritize their mental well-being, implement policy reforms, and emphasize the importance of comprehensive qualities and innovative pedagogical approaches.

This paper investigates and studies the quality of life of primary school students, and the results show that the quality of life of primary school students in Chongchuan District of Nantong is generally at the upper middle level, and it shows a downward trend with age. There were significant differences between 8-year-old boys and girls in “teacher-student relationship”, “learning ability and attitude”, “self-concept relationship”, “peer relationship” and “homework attitude”, and girls were better than boys. There were significant differences between 10-year-old boys and girls in the scores of “teacher-student relationship” and “self-satisfaction relationship”, and girls were better than boys; There were significant differences between 11-year-old boys and girls in the two factors of “activity opportunity” and “athletic ability”, and boys were better than girls. There was no difference in the remaining ages by factor. Improving the quality of life of primary school students requires the active cooperation of schools, teachers and parents, as well as special attention to the differences between boys and girls aged 8, 10 and 11.

Strengthening the integration of elementary school mental health education and moral education is of great significance in comprehensively cultivating students' ideological and moral qualities as well as values. In order to fully implement quality education, schools need to carry out diversified teaching in conjunction with family forces to further optimize the integration effect of elementary school mental health education and moral education, cultivate high-quality talents for the country and society, and contribute to the construction of socialism with Chinese characteristics in the new era. This paper discusses the integration strategy of elementary school mental health education and moral education.

In the process of English learning, primary school English is an important period of enlightenment. However, teachers’ old-fashioned teaching methods and obscure teaching contents make primary school students less interested in learning English, which will affect students’ entire English learning career. Under this educational background, the education department should analyze the existing problems in English teaching methods, teaching contents and teaching concepts based on the current situation of English teaching in primary schools, aiming to improve the interest of English teaching in primary schools through effective strategies.

Life experience and moral practice are the most important ways of moral learning and moral implementation. In the teaching of lower grade morality and rule of law courses, the students are connected with the reality of life, and the teaching content is carefully designed, starting from the students' life experience and learning interests, to explore and provide time and space for students to explore and experience independently, and to guide students through exploration and learning. Interaction, experience and perception, to obtain their own emotional experience. At the same time, it deepens students' intimacy to the learning content, inspires students' curiosity, and exerts students' subjective initiative, so as to determine students' dominant position in the classroom.