Empirical Research On Middle School Physics Instruction Based On Mind Mapping

"Creative thinking" is the call of new age to talented person;"learning to think" isthe request of the new age to education,"teaching for thinking" is the important goalof education. For the purpose to enhance the creative thinking ability of people,attaching attention to people’s thinking development is the practical path of thetalented training. Cultivating students’ thinking ability is originally education’s ownimportant task. Mind mapping proposed by a foreign scholar is a kind of effectivethinking method of using brain, which is a network diagram formed of many kinds ofstructure, thus as theme, node, attachment, words, image and color and so on; whichalso can store, organize, characterize and optimize of information frommultidimensions.Mind mapping analogies cranial nerve network structure, showscognitive structure and brain mapping with visual imagery graphic. In recent years,foreign scholars carry out a lot of mind map teaching practice research, and obtaineffective results in promoting students’ knowledge construction and cognitivedevelopment. In contrast, applied research and practical research of mind mapping inthe field of education in domestic is rarely, and there also lacks comprehensive andthorough system research on mind mapping in specific subject teaching.Thus, wecarry out an empirical research of middle school physics instruction based on mindmapping, in which we survey and position the impact of instruction on mind mappingto our understanding of teaching function, teaching objective, teaching form, teachingactivities and teaching practice, complete a system research from teaching concept toteaching behavior.Physics science as an important branch of the natural science contains abundantknowledge, methods, attitude and spirit. The paper carries on physics instruction inmiddle school based on mind mapping in order to develop students’ thinking, with theresearch achievements of science education, brain science, cognitive psychology,thinking science and so on, so as to fullly play education value of mind map. Thepaper can be divided into eight chapters, covers four main questions: mind mapping’sontology research, physics instruction theory research, empirical study of physicsinstruction and physical instruction strategy research on mind mapping. Among them,physics instruction theory research on mind map includes three parts: instructionvalue pursuit, physics instruction design theory and physics instruction design. For the part of mind mapping’s ontology research, it answers the question of―what is mind map?‖through the study on literature of material and related books,which includes the basic theory study of mind map; the connotation, nature andfunction of mind map. The concrete content are the influence of brain science theory,multiple intelligence theory and knowledge visualization theory on the researchdevelopment of mind map; the meaning and characteristics, structure, types, theprocess of the construction and evaluation of mind mapping; also the neurobiologyfoundation, cognitive psychology essence and constructivism psychology source ofmind map; also the function of the mind mapping such as description, representation,design and evaluation function.For the part of physics instruction theory research on mind map, it answers theproblem of "what is the physics instruction on mind map?" after comprehensiveunderstanding of mind mapping, and with mind map’s ontology research as afoundation. Meantime the study excavates optimizing and perfecting function of mindmap to "teaching" and "learning" and "teaching evaluation", put forward physicsteaching idea and physics teaching design thought on mind map, and design physicsteaching scheme of "light phenomenon" as teaching content. The concrete contentincludes: cognition complexity, demonstration, procedure and generation of physicsteaching activities based on mind mapping; also covers the understanding of the wisepractical role of teachers in teaching process; also presents teaching objective,teaching principle, teaching content, teaching process and teaching strategies;analyses teaching process of light phenomenon and designs each section of theteaching scheme.For the part of physics instruction empirical research, it carries practicalactivities on the basis of teaching design above through comparsion of theexperimental class and control class education experiment, paper test, questionnairesurvey, classroom observation and interview. The study analyses the influence ofexperimental teaching on students’ learning achievement and thinking ability,observes and studys the effects of physics teaching on different levels and differentgender students, gives an understanding of the attitude and views of students andteachers to the new instruction. Results show that physics teaching based on mindmap improves the students’ learning achievement compared with the normal teaching,especially the effect on the medium part of students’ in class is most obvious, andtheir performance increases the most significant. The experimental teaching improvesthe students’ understanding ability of and comprehensive application ability of knowledge.The experimental teaching improves the boys and girls’ achievements atthe same time, but there is not the significant difference between sexes. Teachers andstudents like the experimental teaching.They have a positive attitude on theexperiment teaching and hope there continue to be physics teaching activities basedon mind map.For the part of physics instruction strategies research, with the guide andinspiration of physics instruction theory and practical activities, the research proposesoptimization strategy of physics instruction in practice based on mind map from fouraspects of teaching concept, the roles of teachers and students in the process ofinstruction, flexible implementation of teaching activities and teaching evaluation.Specific content contains updating teaching idea, positioning teaching objectives,developing students’ thinking, strengthening the cultivation of the students’ thinking;outstanding students’ subject status, improving teachers’ function, and giving a play tothe teacher’s promoter action; building systematic physics knowledge, helpingstudents form knowledge networks so as to develop students’ dot, line, plane andsystematic thinking; timely offering content for students thinking, to pay closeattention to students’ thinking state; to give enough time and space of thinking forstudents; to construct mind map timely so as to effectively promote students’ thinking;finally, creating problem solving instruction evaluation and circle feedback ofteaching evaluation to seek developing evaluation.