The Research Of Concept Map’s Application In Middle School Chemistry Teaching

The new curriculum reform of chemistry tutorials advocates people-oriented.Synthetically to improve the each student’s scientific literacy, focusing on ways ofacquiring knowledge, emphasizing the students’ self-learning ability and the learningmethods of cultivation. As to new curriculum reform, how to change the past teachingmethods of oriented education has become a hot research educators, and concept map is aneffective way of teaching. At present, given the concept map teaching courses in chemistryare not widely used. Therefore, I choose the application of the concept map in junior highschool as a research topic of this article.In this paper, the author use the teaching practice about the concept map in theconceptual diagram of junior high school as a starting point, through the concept map ofchemistry teaching practice in junior high school, questionnaires of concept maps andteaching experimental contrast etc., author verifies that the concept map is a very suitableteaching requirements of the new chemical curriculum reform, this article carry out theresearch from the following five parts:The first part is introduction. Closely the trend of the new curriculum reformchemistry, author discusses the research background, research status, signification andresearch methods of concept map in detail.The second part is the theory of concept map. This section discusses the generation,basic meaning, construction and architecture system of the concept map detailedly.The third part is the teaching function and application mode of concept map.Thissection further explores the teaching function and application mode of concept map inchemistry in depth.The fourth part is teaching practice of the concept map in chemistry. According to theauthor’s teaching practice, the section takes the practice as example, solving theimplementation issues in teaching. And author summarizes the problems of concept map inthe course, the method lays the basis of practice for the subsequent research.The fifth part is the conclusions and. This section provides a questionnaire of concept map, the score analysis of experimental class before and after experiment, and theexperimental classes and control classes. At last, author obtains the conclusion.