The Research Of Application Of Mind Mapping In High School Biological Teaching

The knowledge of biology in middle school is very various and difficult and the concepts of this subject are not distinct enough.Therefore,biology is often called as "the science of the liberal arts." In the teaching process,lots of teachers often only pay attention to the learning of knowledge,but neglect the links between the knowledge points.As the result,the students' knowledge in their memories is scattered and messy,not being formed into a good network structure.It hinders the students' understanding of knowledge,so students can only learn biology by rote.Some psychological research shows that if memory has no connection,isolated things take more time and energy.However,if we can build the connection between different things,so the burden of memory will be greatly reduced,and the time of stable memory will be longer.What's more,it will be easier to extract information later.Therefore,in the teaching process,building the connection between the knowledge points can effectively strengthen the understanding and application of knowledge,so as to promote the learning efficiency.Building knowledge system framework in the teaching process is always the direction of many teaching research workers and the first-line teachers to take effort.Under the impetus of the new curriculum reform,many first-line teachers have already changed "cramming education" mode of teaching.They help students take the initiative to build knowledge system.According to the characteristics of biology,there are many scholars put forward many different good ways which is conducive to teachers' teaching and students' learning,such as concept map,mind map.Timely using them in teaching can enable students to construct their thinking,systematic knowledge of a wide range of biological,embody the microscopic and abstract knowledge,simplify the complex physiological process,so as to make learning easier.This paper is aim to explore mind map application study in high school biology teaching.Firstly,this study learn about the history of mind mapping through the literature,reviewing the researched about mind mapping which are applied to teaching,especially the application research of mind mapping in the biological teaching.Secondly,this study simply introduces the concept,origin and characteristics of mind mapping,and makes clear the basic steps of mind map.On the basis of the study of mind mapping,this paper studies the method of drawing mind map and the matters needing attention in the drawing process.Thirdly,the study has analyzed the present situation of the application of mind mapping in the high school biology teaching by interview.Then combining with the characteristics of biological knowledge in high school,this study explores biological teaching application ideas with mind mapping in the high school and combined with the specific teaching practice to illustrate the use of mind mapping for teaching implementation process.And then this study uses the experimental method,by setting up the experimental group and the control group,to analysis the experimental data measured before and after the experiment test,so as to learn more about the impact of the mind map on students' interest and their academic performance in learning biology Finally,the study summaries and reflects mind mapping according to the experimental research and puts forward related suggestions about biological teaching strategy of application of mind map in senior high school.This paper has carried on the preliminary discussion research of the mind mapping application in biological teaching in high school,and according to the study to find out the advantages and disadvantages by using mind mapping in biological teaching,so as to put forward the corresponding teaching suggestions for biological teaching with the application of mind map.However,this study still need continue to accumulate experience in the future teaching work,thus this study need further reflection and improvement.