The Application Research Of Thinking Map In The Biology Review Of Junior Middle School

Nowadays developing students’ habit of divergent thinking in biology of junior middle school is looked forward to. In the biology of junior high school, we can improve the students’ ability of constructing systematic knowledge network, so as to develop the students’ ability of divergent thinking with the help of think ing map.From the angles of junior high school biology teachers and junior students, this research aims to understand the application situation of the thinking map in junior high school biology review class by means of the literature data method, quest ionnaire survey and case study method. According to the survey results, the research also summarizes the different aspects of the thinking map in the practical application process, putting forward the corresponding countermeasures in order to promote and popularize the guide chart in junior high school biology review teaching.Through the statistical analysis of the questionnaire, the problem of different aspects of the mind map in the practical application is summarized. First, the students and teachers in junior high school biology lack enough awareness of the thinking map. Second, the application of mind map in junior biology review is not satisfactory. Third, there are fewer resources which can be used for reference. In order to solve the above problems; the paper puts forward the corresponding countermeasures.First, increase the awareness of teachers and students’ understanding the thinking guide map. Second, encourage teachers to actively use the thinking guide map and improve the evaluation mecha nism of mind mapping. Third, strengthen the construction of biological thinking guide map and the application of the thinking map software in junior high school.Next, the teaching design and practice of the mind map in junior high school biology review lesson are put forward, and meanwhile the drawing process of the thinking map are used to summarize the evaluation standard in order to make sure the good results.After the experiment, the students’ questionnaire is tested, and the results are as follows: first, most students have a better understanding of the thinking map; second, the application of mind map is becoming more and more skillful; third, the application of mind map has a better effect on students’ learning interest, achievement and their learning ability; fourth, the majority of students choose to continue using the mind map and consciously penetrate in into other subjects and their own life. In short, the students have understood the application of the mind map in the biology of junior middle school and also achieve good results.