Practice Of Mind Mapping In Biology Teaching In Senior High School

The National Ministry of Education repeatedly stresses,in the teaching process,teachers should cultivate students’ initiative and independence.Teaching is not only a process of imparting knowledge to students,but also guiding students to actively participate in the exploration process to improve their abilities.Biological science is an important course in senior high school,and the knowledge is too many and complicating to understand and memorize.The high school teachers should find a method which can help students understand and memorize the knowledge and improve the ability of the students.In the current teaching practices,it is found that the use of mind mapping in the teaching process can not only cultivate students’ initiative,but also help students to establish the relationship between knowledge and improve their learning efficiency.The present study,most articles only demonstrated the mind map in the teaching practice,but in view of the mind map in high school biology teaching practice less,or focused on theory,lacked of practical significance.This study practiced for two years in No.6 Senior High School in Neijiang.Before the practice,this essay selected the control class and the experimental class which had no difference in performance.The experimental class used the mind map in the teaching process,the control class did not.In order to avoid the impact of the accident,and accorded to the actual teaching situation,5 teachers were selected to carry out the practice of the 10 classes.After the experiment,the scores of the control class and the experimental class were compared with the two independent samples test.Paired T test was used to detect the difference between the experimental class and the control class before and after the test.To verify the improvement of the learning efficiency of the mind map,the difference between the results before and after the experiment and the difference between the results before and after the control class was compared with the two independent sample T test.It is discovered that after practice,the performance of the experimental class was significantly higher than the control class.There is no significant difference in the scores of the part control class before and after each class,while the results of the experimental class were significantly improved after the practice.After comparing the difference,it is found that there is a significant difference between the experimental class and the control class.It shows that the use of mind mapping in teaching can improve the students’ learning efficiency,which is consistent with the results of previous studies.At the same time,this paper finishes cases as form and display by sorting out the practice process of the first line teachers in the teaching process.Summing up the use of the mind map in the new class and review class includes students drawing after preview,teacher evaluation,students to further improve the picture,teacher evaluation again,syllabus oriented,students reconstruct the mind map,teacher evaluation.The process of constructing mind mapping can help students build a complete knowledge system.In the process of practice,it can be found that mind mapping can improve the efficiency of learning,but it has some disadvantages,such as time-consuming and limiting.