The Study On The Application Of Thinking Map In Geography Teaching In Junior Middle School

Quality education requires that students can use their subjective initiative to study independently.The rational application of knowledge visualization tools can cultivate students' independent learning ability.Concept Map and Mind Map are the two most commonly used knowledge visualization tools in current teaching.Thinking Map is a new brain mode of thinking after Concept Map and Mind Map.This article is based on Thinking Map to study the feasibility and necessity of applying Thinking Map in geography teaching in junior middle school.In the early stage,we learned about the research on Thinking Map by scholars at home and abroad by consulting the literature.The application of Thinking Map in biology,chemistry and physics provides guidance for the application of thinking map in geography teaching in junior middle school.By studying Dewey's Instinct Theory,Bloom's Educational Goal Taxonomy,Piaget's Cognitive Development Theory and Constructivist Learning Theory,Bruner's Cognitive Discovery Theory and other related theories,this paper provides a theoretical basis for the study of the application of Thinking Map in geography teaching in junior high school.In the process of research,questionnaires and experimental inquiry methods were used respectively to carry out the application of Thinking Map in geography teaching experiment in junior middle school.The questionnaire surveys were conducted from the perspectives of students and teachers,then to count,collate and analyze the data obtained.The questionnaire shows that most students are willing to use Thinking Map in geography learning in junior middle school.The young geography teacher is willing to accept the relevant teaching and research training of Thinking Map.At the same time,they choose the right Thinking Map for teaching in class.In the concrete experimental stage,based on more migrant workers' children's secondary school to carry out the experiment.It can be more true and effective to reflect the effect of Thinking Map in different levels of students.Students in class 7 and 8 were selected as experimental and comparative classes.In the 7 class,Thinking Map teaching was carried out,and the 8 class carried out conventional teaching.By comparing the average score,pass rate,excellent rate and P value of the two final exams in the first and second semester,it was found that the geographical learning of class 7 was more effective than class 8.Using the quality report of the subject examination,the quantitative results are more convincing.It further proves that the application of Thinking Map in junior middle school geography teaching has its practical value.In the stage of empirical research,through the teaching design of "China's agriculture" and "rolling Yangtze river",it can provide the geography teachers of middle school geography teaching method guidance and case reference.Students in junior middle school are in the transition from image thinking to abstract thinking.It is difficult to cognize the spatial logical thinking.Geography is the Science of the Arts,middle school geography is the basis for further learning in senior high school.Using the Thinking Map to guide the design of the teacher's blackboard can improve classroom freshness and classroom teaching efficiency.Through the flexible application of Thinking Map in classroom teaching can enhance students' interest in geography.It can lighten teachers' teaching burden and students' cognitive burden.It can also promote the development of learner autonomy and enhance the level of knowledge transfer ability.