Investigation On The Application Status Of Mind Map In Senior Middle School Biology Teaching

Mind map is a kind of graphic for effective expression of divergent thinking or an imageideation tool, which, according to different division of labor of the two hemispheres of thehuman brain, organically combines the left hemisphere that is responsible for logical thinkingand the right hemisphere that is in charge of the image thinking, making the radioactivethinking embodied.Based on the introduction of the concept, the classification, basic characteristics of Mindmap and the research progress at home and abroad, this article clarifies the significance ofapplying mind map to biology classroom teaching and compiles the questionnaire andinterview outline. On the basis of a survey on a number of biology teachers and senior middleschool students in the second grade, the diagnoses of the current situation where Mind map isbeing used for the biology classroom teaching in10ordinary senior middle schools ofWeifang results in a conclusion, which shows a lot of problems in the application of Mindmap. Some statistical analyses are just like the following: of the senior middle school biologyteachers, the ones who are interested or very interested in Mind map make up31.16%or9.30%respectively, suggesting that all the teachers are not very interested in it and the oneswho are familiar or very familiar with Mind map make up26.51%or5.58%respectively.Only13.02%of the teachers attach the great use to Mind map in the biology classroomteaching and37.67%think it is useful. Only14.88%or33.02%of teachers think Mind map isvery helpful or helpful for students to learn biology, showing that teachers’ understanding ofthe mind map is not deep. The teachers who apply Mind map in teaching occasionally makeup56.28%. Those who think of the application of Mind map in the biology teaching and inother courses make up34.42%. The ones who have never seen the application or thinksomething is missing make up13.95%or12.56%respectively. The data shows that teachers’ability of the application of Mind map is not high, which needs to be further improved. Onaccount of the discovered problems, the corresponding countermeasures to solve them havebeen put forward, such as: inviting the specialist in Mind map to give lectures regularly,asking the leaders in middle schools to pay high attention to the application, organizing theteachers to read and study the books related to Mind map, sending some selected teachers goout to engage in advanced studies, improving teachers’ interests of Mind map by formulating corresponding teaching evaluation methods bound up with the efficiency of it and improvingthe ability of the application of Mind map by intensified training competing in teaching.According to the characteristics of Mind map, this paper puts forward the principles on theapplication of Mind map in the senior middle school biology teaching: being confident aboveall, taking the student as the center of teaching and learning, cooperating and mutuallyassisting, showing personal characteristics. On this basis, with the application of Mind map, anew course teaching class and a series of reviewing classes (including three classes) havebeen designed, which have also been carried on the teaching practice. The head of theTeaching and Research Section and the specialists have been invited to analyze and evaluatethe teaching cases.The results show that Mind map can integrate a class of knowledge together no matterwhen it is applied in the new course teaching classes or in the reviewing classes. It can helpthe student form a coherent knowledge network diagram and make the biology knowledge ina wide range of more systematic, so that the students are to learn the knowledge easily. Tomake the matter better, the time for studying has been saved, the enthusiasm of students hasbeen improved and the learning efficiency has come up.