| The primary task of senior geography teaching is to train the correct geography thinking waysfor students and to develop their thinking potential. Because mind map can greatly alter thethinking ways of students, it has been widely applied in other subjects teaching.Comparatively, studies on the application of mind map in senior geography teaching are stillrelatively weak. Especially, the related application research on the Compulsory Course II(Shandong Education Publishing House Version)(CCII-SEPHV) remains scarce. Therefore, acase study on the CCII-SEPHV—Unit3: Industrial Activity and Geographical Environmentwas carried out by questionnaire survey method and teaching comparative trial to analyze andcontrast the effects of geography teaching between mind map method and traditional method,which would have important theoretical and practical significances in enhancing the effects ofsenior geography teaching of CCII-SEPHV. Three important results were drawn by theteaching experimental research:(i) Mind map teaching was favorable for the elevation ofgeography score. Before experiment, the geography scores of selected classes did not havedifference and the average score in the experimental classes was slightly lower than that in thecontrol classes. After experiment, the geography scores between the experimental classes andthe control classes were greatly different. The students in the experiment classes achievedmore obvious progress.(ii) Mind map teaching significantly contributed to the establishmentof geographical knowledge system for students. The students in the experimental classesunderstood the mind map and could apply it to analyze the knowledge system of theme unit.In this process, the students could establish the relationships between the old and the newknowledge systems and form the direct or indirect connections for geography knowledge,which would ultimately optimize the students′knowledge structure and cognitive structure.(iii) Mind map teaching was favorable for the elevation of instruction efficiency and couldimprove the learning habit of students. Compared to the control classes, the group discussionin the experimental classes was more active, the cooperation capacity and the learninginitiative were stronger, and the learning efficiency in classroom was higher. In addition, thepreview mode for new lessons, the record form for course notes and the review habit occurredgreatly changes. The teaching experiment proved that the reasonable application of mind mapin senior geography teaching of CCII-SEPHV no only could take exercise the students′thinking ability, inspire their learning interest and promote their communication andcooperation, but also favored their comprehension, memory and mastery for geographyknowledge. The thesis also indicated that mind map was an effective teaching mode foradapting the development of students, and could be spread in suitable scope. The effectiveintegration of mind map and senior geography teaching processes was an important questionwhich was deserved to be discussed in the next step. |
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