Practical Research On Using Mind Map To Optimize Chemistry Teaching For Senior One

Since the implementation of "General Senior High School Chemistry Curriculum Standard(2017 Edition)",the country's requirements for talent training increasingly reflect the student-oriented education concept and gradually improve the requirements for students' abilities.With the proposal of Chemical Core Literacy,it is imperative to seek a new teaching mode of chemistry to play the main role of students and stimulate students' thinking potential.This study aims to cultivate the chemical core literacy of senior one students.Through reading relevant literature,conducting questionnaires and teacher interviews,we understand the situation of the study of senior high school students and the research status of mind map application in teaching.Then we put forward the research strategy of using mind map to optimize chemistry learning in senior one,based on five theories of Cognitive Development Theory and Multiple Intelligence Theory as theoretical guidance.The implementation of this study is divided into two parts.One is to select two classes with similar grades in the internship school as the experimental class and the comparing class.The experimental class uses the mind map to assist the chemistry teaching way,while the comparing class still uses the traditional chemistry teaching way.Firstly,the teacher trains the students of the experimental class in mind mapping,emphasizing the teacher's demonstration and students' hands-on operation.Then use mind maps to assist chemistry teaching in different stages before,during and after class.The other one is that teacher uses mind map software to draw mind maps of all the compulsory 1 chemistry contents and builds a chemistry knowledge network system.Not only can it be used in later teaching to improve teachers' lesson preparation efficiency and teaching ability,but also it can help students to learn chemistry thinking visualization,sort out the context of knowledge and help students to review and consolidate.After a comprehensive analysis of interviews,questionnaires and student performance,the author concludes that the application of mind maps to the teaching of senior one chemistry is more suitable for knowledge of elemental compounds,which can help students build a chemistry knowledge network,optimize the teaching process of chemistry and stimulate the enthusiasm and interest of students.It can also transform the mind map into a way of thinking that students usually analyze,which has a certain promotion effect on the training of divergent thinking.There are two innovations in this research: one is to improve students' chemical thinking ability by strengthening students' drawing and using mind maps,and to further enhance students' ability to analyze and solve problems;The second is to use mind map to assist teaching in the whole teaching process,which is helpful to construct the knowledge system of chemical mind map and provide support for teachers' teaching and students' learning.