The Study Of The Application Of The Mind Map In The Geography Class Of Senior High School

Since it was put forward,mind map has been paid more and more attention,and has been used in various industries in the past few decades.In the field of education,more and more young teachers use mind map to assist teaching.As a new thinking tool,thinking map is based on radioactive thinking mode,takes the research object as the center,and diverges branches around on this basis,which makes the knowledge network more systematic and holistic,and can realize the visualization of thinking.It changes the traditional thinking mode based on simple listing,and has unique innovation and flexibility.In geography classroom teaching,teachers act as the guide of students' learning.With the help,we can use the way of thinking map to form a "network" of geographical knowledge to help students sort out and integrate knowledge points,so that students can complete the independent construction of knowledge.Through reading the literature and related monographs and books,this paper analyzes the present situation of the application of thinking map in geography teaching,and investigates its application in front-line teaching in the form of questionnaire and interview,and carries on the application research in combination with the investigation present situation and the existing problems,and puts forward the application strategy of thinking map in geography teaching through experimental comparison.It mainly includes the following parts:First,by finding and exploring a large number of relevant literature and books on thinking map,this paper analyzes the research status of thinking map,and explains the important role and significance of thinking map in geography teaching in senior high school and the existing problems in combination with teaching practice.This paper discusses the theoretical basis of thinking map from three aspects: brain science theory,visualization theory and constructivism theory,and puts forward two principles of making thinking map and the method of drawing thinking map with XMindZEN.Second,through questionnaire survey and interview,this paper analyzes the current situation of students' learning and the situation of teachers' use of thinking map.According to the students' scores,the experimental class and the control class are selected,and some chapters of geography compulsory course 1 are selected,which are more suitable for the auxiliary teaching of thinking map.From four aspects: pre-class preview,class explanation,after-class summary and post-chapter integration,how to apply thinking map in geography classroom is explained in detail,and the whole process of application of thinking map in geography teaching is demonstrated through "Water cycle of Nature".Two sections of compulsory 2 are selected for autonomous learning in the experimental class for reference.Third,through the questionnaire,listening teacher interview and test results analysis of the application of thinking map,and put forward three points for teachers to use thinking map.Fourth,finally,the application of thinking map in geography classroom teaching is summarized and discussed.The main conclusions are as follows: 1.The integration of geography teaching and thinking map has great advantages;2.Mind map as a learning tool can help students learn;3.To construct the teaching mode of thinking map before class,middle class and after class.The problems are discussed deeply,which provides ideas for the further development of this study.