A Study On The Application Of Mind Map In Senior High School Chemistry Exercise Teaching

In recent years,with the development and progress of the times,the requirements of the society for talents continue to improve.Based on this,if we only rely on the traditional education and teaching mode to meet the needs of talent training in our country at this stage,it can not be achieved,the traditional education and teaching model can no longer meet the needs of talent training at the current stage.Based on this,educators have effectively promoted the new curriculum standards and put forward new requirements for the teaching of high school study questions,namely Educators should actively integrate students' chemistry knowledge framework while carrying out the teaching of chemical learning questions,so as to help students further realize the understanding and understanding of the core concepts of chemistry,and at the same time properly train students to master the ability of chemistry knowledge In the teaching process,in order to effectively carry out this goal,a large number of high school chemistry teachers have conducted in-depth analysis and exploration of the current internal high school learning problem teaching work in order to effectively carry out this goal.Promoted,as one of the important teaching modes,mind mapping has shown very good application value in the high school study question teaching mode,which has attracted great attention from the majority of educators.In response to this problem,in this study,researchers used high school chemistry teaching as a starting point to analyze the application of mind mapping,and gradually and effectively promote the integration of mind mapping teaching and high school education and teaching.In this study,the researchers conducted in-depth exploration and analysis of the teaching theory of mind mapping,and used it as a starting point to conduct in-depth exploration and analysis of the current development of my country's high school study problem teaching.At the same time,the researchers combined with the mind map to explore and improve the teaching work of high school study questions,aiming to further promote the improvement and optimization of the quality of high school study question teaching.In the research process,the researchers combined with teaching practice to systematically analyze the application value of mind maps in the teaching process of high school learning questions,aiming to lay a solid foundation for the improvement and optimization of the comprehensive level of my country's high school stage learning questions teaching.And protection.From a structural point of view,this article is mainly divided into introduction,an overview of mind maps,the current development of my country's high school learning question teaching work,the teaching design of learning questions based on mind maps,the teaching practice of learning questions based on mind maps,and thinking guidance There are seven parts,including the analysis of the teaching effect of the map-based study questions,as well as the summary and prospects.Among them,in the introduction,the researchers made a more detailed analysis and explanation on the background of the research,the purpose and significance of the research,the current research status of high school chemistry teaching at home and abroad,and the research methods involved in this research.In the chapter of mind map overview,researchers explained the relevant theories of mind map from multiple angles and effectively realized the full discussion of the theoretical basis of mind map,aiming to further realize the comprehensive understanding of mind map.Regarding the status quo of high school chemistry teaching work,the researchers combined a large number of clinical teaching practice data to summarize and summarize the problems existing in the current high school chemistry teaching work in my country.At the same time,the researchers combined teaching practice to address related problems.The root cause was analyzed,aiming to point out the direction for the development of subsequent teaching work and the formulation of coping strategies.In the chapters of teaching design,teaching practice,and teaching effect analysis,researchers combined a large amount of education and teaching knowledge and personal work experience to explore how to improve the efficiency of high school chemistry teaching.In this process,through reasonable analysis and exploration of relevant teaching content,researchers have verified and evaluated the application value of relevant teaching design in the process of practice,thus providing corresponding reference for the majority of high school chemistry teachers to carry out teaching work.In this process,by combining relevant research objects to carry out teaching work,researchers have further realized the combination of theory and practice,thus summing up valuable educational experience from teaching work,which is good for the improvement and optimization of the comprehensive level of teaching work The meaning of promotion.In the process of teaching summary,by systematically analyzing and reviewing the content of this research,the researchers combined with the actual situation of the research work to analyze the deficiencies in this research and put forward corresponding suggestions for improvement.The development and implementation of the follow-up research work pointed out the direction of efforts.I believe that thanks to the efforts of the majority of educators,in the new historical period,my country's high school chemistry teaching work will definitely be able to reach a higher level,so as to effectively help the high school students to achieve the cultivation and optimization of the core chemistry of chemistry,and then to become a high-quality country in our country.The cultivation and optimization of the chemistry talent team provides a strong guarantee.