Study On Application Of Mind Map In Biology Teaching Of High School

In terms of the education, the ancients mentioned "teach them to fish, as teach them to fish", which imparts us a lot of enlightenments. In today’s society, it is not enough to teach students the single knowledge, but also we should teach them some good learning styles which can lead them to study independently. This is also corresponding with the concepts, "biological development make a actively constructing knowledge, learning ability, form the correct emotion attitude and values of the process", which mentioned in "the ordinary high school biology curriculum standard". For high school biology teaching, the time of classroom teaching is limited, so we should develop high school students to acquire and use biology knowledge independently, so as to better understand the learning rule, take the initiative to master the knowledge and skills, and finally become the master of learning.Mind mapping is a magic efficient learning tool which was invented by British educator Tony and could be applied to many aspects. This method has great advantages in proving the study abilities of students for assimilating new knowledge into their own knowledge structure and establishing a new connection by themselves. This new tool which for helping auxiliary memory and thinking is very popular in foreign countries, and gradually becomes an effective thinking way and good study habit for the students of primary and secondary schools. Besids, it provids an efficient and intuitive way for cognition, study, rethinking and innovation of the students,However, when we apply the mind mapping into the teaching, there are also some problems need to be resolved: 1. many researches use the ming mapping as a significant approach in the reviewlesson, but it utilizes rarely in the new lesson teaching. 2. Some experience which accumulated from the teaching activities have not been formed a specific and effective model in the teaching. 3. there is no efficient assessment criteria of the mind mapping, and this will lead to the mind mapping level of the students stay in the early stage and make the students hard to progress.In order to solve the above problems, we applid many approaches, such as literature, observation, interview, task survey, questionnaire and experiment. And based on the further research of the mind mapping theories, we directely carried out the teaching practice and research of the mind mapping according on the compulsory lessons of high school biology(II) 。Through the teaching application of a term, we found that it took at least two months for the students to initially contact, master, and applied the mind mapping into the daily process of preview, review, and taking notes. In order to promote the mind mapping drawing level of students, the teacheres should establish the assessment principles that combine with the characteristics of the students and evaluate the task of students punctually and effectively. In a word, the application of mind mapping largely improved the students’ abilities of cognition, self-learning and comprehension, and also strengthened the interest of students in learning and increased the the study efficiencies eventually.