The Practice And Research Of Mind Mapping In High School Geography Teaching

High school geography curriculum standards generally pointed out that it is necessay to change the way of students'learning and update the concept of teachers' teaching, and guide students to do self-learning, inquiry learning, cooperative learning in the teaching process. Mind mapping can use the function of "left brain+right brain" to present the knowledge by many forms such as text, colors, pictures and so on. It has a solid theoretical basis of educational psychology and cognitive psychology. Meanwhile, drawing mind mapping in geography teaching, which fully plays the initiative of students, is in full compliance with curriculum reform. Comprehensive and integrity in geography is also suitable for the characteristics of integrity using mind mapping as a teaching guide tool.Researching on the analysis of domestic and foreign mind mapping found that it is perfact for the foreign research to be related with management, medical, business, education and other fields, while the domestic research focuses on graph theoretical point of view, but the research on practice is limited. According to the new curriculum of modern teaching theory and educational philosophy, the thesis does the research and analysis on the effectiveness of mind mapping in high school geography teaching practically by research methods such as literature, interview, questionnaire. Also the thesis takes cognitive mind mapping, mind mapping construction and mind mapping application as the main line, and takes beginning a class, review and exercises as the teaching procedures.The results show that mind mapping can help students optimize learning style and improve students'performance.This thesis is divided into four parts:The first part is an introduction. This section describes the research background, significance and literature by reading lots of emphasis on analysis and summarizes the status of the research projects proposed method of this study and theory.The second part supports the introduced of this theory. First of all it is to distinguish the similar conception of the mind map. Secondly, discussing in the theoretical basis of this study by using brain science theory, constructivism theory, information processing theory, dual coding theory and other theories. The third part is the experimental methods and processes of mind mapping in high school geography teaching. This section includes three aspects, namely, the preparation of the experiment, the process of experiment, and test result analysis. Preparation was mainly to determine the subjects, the choice of experiments time and the preparation of the questionnaire. The process of experiment included an introduction of mind mapping, constructing mind mapping and using of mind mapping in teaching. The last part is the analysis of questionnaire data and students'statistical achievement.The fourth part is conclusion and prospect. Making the conclusion and summarizing notes in teaching for the third part, pointing out the limitations of this study and then further thinking about study of this subject.