Research On Application Of Mind Map In High School Regional Geography Teaching Based On Hangzhou Tangqi High School

The research of mind map started in1970s, and it has been brought in China formore than ten years. Mind map is a visual knowledge map with words, colors andimages. Meanwhile it is the outcome of radiant thinking. Frontline teachers in Chinahave been gradually exploring the value and function of mind map from theoreticalperspective after they experience the stage of emergence, application and reflection.This research regards110liberal arts students of Senior Two in HangzhouTangqi High School as object (Experimental class: Class8; Control class: Class9).The research uses experimental method, questionnaire survey, interview and otherempirical methods to analyze the following issues:1. To construct scientific andreasonable application mode of mind map and propose suggestions for improvementtargeting misapplication.2. To do experimental teaching based on this mode, thencompare the differences between two classes in teaching process, teaching effect andschool assessment.3. To know students’ and teachers’ evaluation on mind map byquestionnaire survey and interview.Conclusions can be made based on the above research purpose:1. The teachingmode of mind map is scientific, and it can effectively enhance students’ school record,improve their learning habit and optimize their cognitive structure.2. Generally,students and teachers accept the teaching method of mind map, and they positivelyapply it in pre-class preparation, presentation, revision, key point record, exercisesand other teaching process, which achieves good learning effect.3. There existscertain misapplication when using the mind map, such as pseudo radiation, chaoticradiation, disordered structure. Thus, the students should grasp solid foundation andimprove their drawing skill, and the teachers should teach students in accordance withtheir aptitude and deal well with the relation between “preset” and “generate”.In conclusion, this research can be divided into five parts. Firstly, theintroduction part describes research background, significance, method and thinking.Secondly, the relevant research illustrates the research history of mind map in domestic and abroad, and it also points out the reason for its deep study. Thirdly, theoverview of mind map clarifies the concept of mind map as well as its theoreticalbasis, then it proposes design principle and step of mind map. Fourthly, the empiricalresearch consists of three parts:1. Experimental teaching (it involves preparationbefore experiment, construction of experimental teaching mode, comparison ofexperimental process and result analysis);2. Questionnaire survey (it includesquestionnaire construction and result analysis, which aims to study students’ cognitionof mind map);3. Teacher interview (it aims to study teachers’ evaluation on mindmap). In the end of this part, it proposes the existing issues and suggestions forimprovement based on the above research results. Fifthly, the conclusion partsummarizes the main research results and points out the existing limitation,innovation and further research direction for this research.