A Study On The Use Of Mind Maps In High School Biology Teaching To Improve Students' Metacognitive Level

In the current era of the knowledge and techniques' big bang,to make students learn to learn is one important task of educators.The high level of metacognition is one of the important indicators of learning to learn,So how to promote students'metacognition level in the classroom need us to explore.Based on the domestic and foreign research of mind mapping and metacognition,the mind mapping to improve students' metacognitive level feasibility is analyzed.With the mind map integrated into high school biology instruction,the principle and strategies are raised,which are purposed to improve the level of metacognitive.Strategies can be divided into three parts,referring the preparation,classroom instruction and reviewing.Respecting students' subjectivity is the principle we should observe.Improving the frequency of feedback and multidimensional evaluation to reflection are equally important.Apply these strategies and principles to teaching practice,regarding a part of senior high school students in pingyi county of shandong province as the research object.This thesis tries to discuss the application and effect of biology teaching with the aid of mind mapping.With the results of the data analysis,we can draw the conclusion that using mind map assisted instruction will significantly improve the level of students'metacognition.Both cognitive knowledge and cognitive management is prompted evidently.Students' academic performance is enhanced at the same time.Most of the students think the instruction assisted with mind map raise their interest in learning and be helpful for deep thinking.