Practical Research On "Mind Mapping" In Biology Review Lessons In Senior High School

One of the objectives of biology curriculum standard(experiment)of ordinary high school requires students to "master the skills of biological mapping and other skills",and to “introduce research methods and results with prepared terminology and charts.” Biology Curriculum Standards for Senior High Schools(2017 Edition)"requires students to "use graphics and models" to "understand the ideas and methods of system analysis.” The biology subject's ability to examine in the college entrance examination includes "understanding the main content of knowledge,mastering the internal connections between subject knowledge points,and building a knowledge system." Therefore,the review class should guide students to consolidate and strengthen knowledge,so that they can use the chart to summarize the inductive knowledge and establish a knowledge framework.Tony Bozan,the inventor of the mind map,said:"The mind map is a cognitive tool that can embody Radiant Thinking,which is the natural way of thinking in the human brain." Mind mapping is a schematic expression of human radioactive thinking,which is composed of figures,words and lines and relies on association and imagination." Mind mapping can guide students to actively construct knowledge system and use keywords and charts to summarize learning content,so as to improve the review effect.Therefore,it is necessary to carry out the practical research of mind mapping in the biology review course of senior high school.This paper consists of four parts.The first part is introduction,which introduces the reasons for choosing the topic,research purposes,research significance,research contents,research methods and research ideas.The author uses the literature research method to search and study the relevant literature of mind map,to understand the current situation of the use of mind map in middle school teaching,and to consider the advantages and disadvantages ofmind map applied to biology review class teaching.Combined with the specific situation of the students,the author determines the research content--the impact of "mind mapping assisted biology review teaching " on student's academic performance.The second part is a review of the research on "mind map",introducing the definition,characteristics,theoretical basis and research status of mind map.The third part is the experimental study of "mind mapping" in the biology review class of senior high school.The author chooses two classes with the same academic abilities as the experimental subjects.The review teaching in experimental class is assisted with mind mapping,which introduces the making steps and techniques of mind mapping to the students,and instructs them to make it by imitation and use mind mapping to construct high school biology knowledge framework.The routine review class in the control class is taught.Then the student's academic performance in the experimental class and the control class was tested.Using SPSS statistical software to analyze the effect of applying mind mapping to assist biology review teaching on student's academic performance.The result is that the results of the second examination in the experimental class are higher than those in the control class.The conclusion is that mind mapping can improve the teaching effect of the biology review course in senior high school.The fourth part reflects on and prospects the application of mind mapping in senior high school biology teaching.