The Application Of Mind Map In Middle School History Learning

In recent years,the spread of mind mapping in China has become more and more extensive,and its popularization in the field of education has been particularly rapid,involving almost all subjects of basic education.Taking the seventh grade as an example,from two aspects: analysis,demonstration and practice,it shows that the mind mapping,which is as a tool and a method,has important application value in all aspects of junior high school history study.The mind mapping has visibility and process in form,and it has divergence and ductility in essence.After analyzing these characteristics,it can be clearly explained that it is applicable to all aspects of historical learning.Especially in presenting the knowledge which students have acquired,and promoting students to construct knowledge networks,and assisting students in cooperation and exchange,it has obviously advantages over other methods.In stimulating association,activating imagination,enhancing memory,improving aggregate capabilities,promoting expression,fostering critical thinking,providing a foundation for creative learning,and forming reflective habits,the use of mind mapping can play a more obvious role in promoting the use of thinking.In the process of guiding students to apply thinking mind mapping,teachers should follow the ideological principle of "tolerance and openness," and take "adhering to the bottom line,demonstrating standards,breaking boundaries,encouraging trial and error,and rewarding creation" as the operating rules.Guide students to imagine and create in the four dimensions of " In-depth portrayal point,careful connection lines,dedication,and attempt to build a body",and draw a mental guide map with individual characteristics.Combined with the first volume of the seventh-grade history teaching materials,the practice process has been divided into four stages,corresponding to the first to fourth units of the teaching materials.The first stage begins with a simple graph(fast shot map),and in order to take activating and presenting the students 'existing knowledge as a breakthrough,it also enables students to realize the core characteristics of the mind mapping--divergence,and strengthens the basic rules of "a center,several branches,and the use of keywords.".The second stage focuses on branch setting,hierarchy,logical relationships,etc.,increasing the use of color,helping students master the method of drawing a complete map,and initially developing a standard and rigorous drawing habit.The third stage requires the two people to cooperate to complete a mind mapping.they learn to observe and analyze historical issues from different perspectives in the cooperation,express their own views,and listen to and integrate their peer opinions.In the fourth stage,using the thought guide map as the vector,we try to find problems,solve problems,and explore the laws of historical development in the dialogue of learning communities.At each stage of practice,the classroom is organized around two key themes and a series of independent exercises are completed after class.After analyzing and evaluating the practical effects,it can be ascertained that the mind mapping is a tool,and as a method,it can activate imagination and make students become diggers of details;Promoting questions and making students become the discoverers of the problems;Assisting inquiry and making students become the discoverer of the regulation;Trying to discuss and making students become weavers of the history.Through the process of self-application,students generally increase their interest in learning history,experience more pleasure of exploration,find opportunities for emotional input and release,and the senses of belonging,identity,and learning in the classroom can enhance.