Application Of Mind Map In Biology Teaching Of High School

Based on mind map can optimize the cognitive structure and improve the quality of thinking,conduct a research applying mind map to theory and practice of biology teaching in high school,to fully explore its teaching value to the best of my ability,with the concept of the new curriculum reform as the guiding ideology,in order to improve the biological teaching level for teachers and the biological scientific literacy for students.First,the theoretical basis for the application of mind map in biology teaching of high school and the applicability of discipline were discussed,and the application of mind map to promote teachers' teaching was explored.Then it was simply introduced applicable opportunities of mind map to promote students' learning.Then the experiment research was conducted about the biology teaching based on mind map in the high school and the corresponding teaching strategies were summarized.The theoretical basis for the application of mind map in teaching include the theory of left-right brain division of labor,the educational theory of constructivism and humanism.This paper focused on the application research of mind map to promote teachers' teaching and the teaching experiment.The content of the application of mind map in promoting teachers' teaching included applying it to tidying up knowledge,lesson design and reflection after class.The purpose of this teaching experiment was to explore the teaching effect based on mind map on students' interest in learning biology,academic achievement and creative thinking ability,compared with conventional teaching.Before the teaching experiment,they were measured for biological achievement,biological learning interest and creative thinking ability of the students of the two classes in grade one of high school.The results showed there was no significant difference between the two classes of students withindependent sample T-test.Then mind map was applied in experimental class teaching,while routine teaching method was utilized in control class,as far as possible to control other variables being consistent.During the teaching experiment,it was found that the experimental class students liked the teaching method based on mind map through interview and classroom observation.The study enthusiasm of the students ran high,thinking and answering positively.After the teaching experiment for a semester,the results of post-test for the two classes of students showed that biological achievement,biological learning interest and creative thinking ability of the experimental class students were obviously higher than these of the control class with independent sample T-test.Reasons analysis: mind map effectively contributed to students memorizing,understanding knowledge,and increased the students' interest in learning and thinking level,so the biological achievement of the students was obviously improved;High school students have the ability to make a mind map,mind map in turn can effectively promote the students to master knowledge.The resulting sense of achievement of the autonomous learning inspired the students' learning interest;Mind map fully unseal the whole brain thinking mode and help students develop a habit of independent thinking,so the ability of creative thinking of the students was improved.Therefore,it was concluded that the application of mind map can significantly improve the high students' learning interest,biological achievement and the ability of creative thinking.After the teaching practice,the teaching strategies were summarized for the application of mind map in biology teaching of high school: first of all,teachers should set up the teaching view--taking students as subject of study.Secondly,teachers should have rich knowledge and high class control ability.For students,it should be done to collect a large number of relevant materials before making mind map and keep mind active in class.