The Application Of Mind MAP In The Teaching Of The Mystery Of Material Composition In Junior Middle School Chemistry

The reform of the new curriculum requires junior high school chemistry teaching to start from students' existing life experience and knowledge structure,stimulate students' interest in learning,pay attention to students' learning methods,pay attention to the construction of students' knowledge system,and cultivate students' thinking ability.As an efficient thinking tool,mind maps can not only express the structure of knowledge in an intuitive way,but also clearly show the process of thinking and the internal connections between knowledge points.The application of mind maps to teaching can not only help students sort out redundant knowledge points,construct their own knowledge network,but also further cultivate students' thinking ability.This study firstly searches the research status of the "mind map" and "the mystery of material composition" at home and abroad.It finds that the mind map is currently in the promotion stage in China,but the scope of promotion is more limited to high school teaching and the teaching of the review class.While the "mystery of material composition" is a difficult point in the teaching of junior high school,but its teaching design is based on the traditional teaching mode.On the basis of learning a variety of educational teaching theories such as mind map,particle view,cognitive theory,constructivism and information processing.The author chooses Xmind based on his own understanding and application of mind map.This combination of drawing tools and hand-painting methods,in the pre-class preparation,new lectures,review classes,exercise classes and other courses,constructs the teaching strategy of the mind map in the "mystery of material composition" unit.Two classes with the same learning scores and learning foundations were selected as the control class and the experimental class.The traditional teaching mode and the mind mapping method were used to teach in two classes and the unit test and performance analysis were carried out..In order to further understand the students' acceptance and perception of the teaching strategy of mind mapping,the author selected some students at different levels to conduct interviews after the end of the teaching,collected their opinions and suggestions,and striven for follow-up teaching.The actual teaching proves that the mind map is conducive to serializing and systematizing the trivial knowledge,which can effectively help students construct the knowledge system,reduce the difficulty of students' understanding and memory,and improve the learning efficiency of students.Therefore,the mind map is worthy of popularization and application in junior high school chemistry teaching.