A Practice Study Of Improving The Effect Of Biology Teaching Via Using The Mind Map In Junior Middle School

In recent years,mind map,as a learning tool,has been widely used in teaching.It usually starts from a central theme and spreads to multiple branches,which in turn can lead to more subordinate branches,mind map can be labeled in many forms,such as bright colors,images and lines,to awaken the thinking process of the human brain.Junior High School knowledge is involved in a wide range of concepts,students if they rely on simple memorization,is unable to be very good to their own knowledge into their own knowledge system,and mind map can establish the relationship between knowledge,combing knowledge,so that this knowledge becomes organized.And this paper is to study the application of mind map in biology teaching in junior middle school.This study first uses the literature research method to analyze and summarize the research status of thinking map at home and abroad,especially in junior middle school biology teaching to use the study of thinking map.After that,the concept of thinking map,the difference between it and concept map,the theoretical basis and the basic steps of thinking map drawing are briefly introduced.Under the guidance of these theoretical knowledge,I have carried out the teaching practice research of thinking map,using the experimental research method,taking the six classes of the first grade of the puzzle Middle School as the research object,and setting up the control group and the experimental group respectively.In the course of practice,for the experimental group,teachers use mind map teaching,including pre-Class preview,review of forget,students take notes,class summary and refresher classes,in order to guide students to use Mind map for autonomous learning,and the other group for the control group to use conventional teaching methods.After the experiment,the questionnaire survey was used to distribute the questionnaire survey among the students in the experimental group in order to understand the students ' recognition after using the thinking map.After the examination,the results of the students in the experimental group and the control group were compared and analyzed.Through the analysis of examination data achievement data and questionnaire,the results show that:Students are recognized for the application of thinking map to biology teaching,thinking map can help students improve learning efficiency,student union to draw mind map and prefer the mind map of their own production;students will continue to use mind maps in the future;The average score of the experimental group was higher than that of the control group,and there were significant differences.The research shows that students identify with and widely accept and like the teaching of thinking map method,and the use of thinking map teaching can improve the autonomous learning ability and students ' academic achievement of junior middle school students.