Applied Research On Mind Mapping In Physics Teaching Of Senior High School

In the process of implementing the new curriculum standard, the teachers are requested not to focus only on students’ scores or result, but ignore implement process. On the contrary, the teachers should more emphasize the study process of the students, knowledge construction, and training of research and innovation capability. Mind mapping of foreign scholars is an effective method, which is composed of subjects, nodes, connections, texts, images, and colors, etc.. The mind mapping can store, organize, represent and optimize information from various multiple dimensions. Construction of mind mapping is beneficial for the students to understand the relationship between the knowledge points as well as to improve the students’ attention, memory, observation ability, imagination and creativity. Accordingly, it’s effective to improve the students’ learning interests and efficiency, cultivate and develop the students’ thinking ability and innovation ability. In recent years, foreign scholars have carried out extensive research in teaching practice of mind mapping; remarkable achievements have been gained in the aspect of improving students’ cognitive development and knowledge construction. In contrast, although mind mapping is spread in domestic field, it’s less application in physics teaching in senior high school. Therefore, the author takes the third unit of book one of high school physics(People’s Education version)-mechanics as an example in this thesis, and uses the Free Mind software to draw the mind mapping. In addition, the author combines the method of questionnaire survey and teaching experience to analyze the differences between the mind mapping method and the traditional teaching. The research has important theoretical and practical significance to the physics teaching in senior high school.This thesis includes five parts, the first part is to explicate the application status in mind mapping at home and abroad, and to determine the purpose and significance of this thesis research. The second part is to define the relative concepts of mind mapping and provide an overview of the main theoretical basis, properties, characteristics and functions. The third part is to study how to apply the teaching mind map based on Unit 3 mechanics teaching physics compulsory for high school. The fourth part is about the analysis of practical application effect and the investigation of the application of mind mapping. Through the investigation and analysis of actual data, intuitively show the influence of mind mapping on Physics practical teaching. The fifth part is the conclusion and the expectation of the application of mind map, which aims to provide some datum for the application of mind mapping in future.Through this thesis, we mainly draw some conclusions in the following: First, the mind mapping mode of teaching helps students improve their grades. Before the test, the two groups’ grades have little difference. However, after the test, the students of the experimental group perform much better than the students in control group.Second, the mind mapping mode teaching helps students build physics knowledge system. The research shows that when students draw mind maps, they will be repeated thing over and contrast knowledge points in order to determine the different levels of keywords; in this process, students naturally integrate old and new knowledge to form a complete system of knowledge.Third, the application of mind mapping in the practical teaching helps students to improve their study interests. By applying the method to physics teaching, students’ senses can be stimulated by graphics and colors and their brains can be made excited and thinking actively. Moreover, their study interests can be improved.Last but not least, taking advantage of mind mapping could help students review what they have learnt. Because students draw the mind maps by themselves, the study shows that, they could master the knowledge much better than usual, where the students mainly focus on listening but not thinking. The relationship of each subject and each node in mind maps is very clear, which could help students review knowledge as well.What’s more, the application of mind mapping mode in teaching can help students to get a sense of achievement and improve their thinking skills. Meanwhile, by applying it, students could change from passive learning to positive learning. In a word, it is a kind of teaching mode which adapts to the present development. The important direction our research in the future should be how to combine mind mapping with high school physics teaching process better.