The Research And Practice Of Subject Mind Map Assisting Middle School Chemistry Teaching

In 2014,the State Council issued an important document on the reform of the content of the college entrance examination,putting forward new requirements for strengthening the top-level design of the reform of the college entrance examinatio n.In 2018,General Secretary Xi pointed out at the National Education Conference that efforts should be made to build an education system that comprehensively cultivates morality,intelligence,physical education,art and labor,and form a higher-level talent training system;it is necessary to deepen the reform of the education system and improve the implementation mechanism of morality and cultivation.In 2019,the Ministry of Education clearly stated that it should build a content system for the college entrance examination including "core values,discipline literacy,key abilities,and necessary knowledge" based on the goal of comprehensive development and education.Since the founding of New C hina,Chinese education has been exploring in practice,reforming in exploration,and progress in reforming.Nowadays,cultivating all-round development of morality,intelligence,physical education,art and labor in the new era,and comprehensively improving students’ comprehensive quality has become the main theme of middle school education at this stage.The current rapid development of C hina has put forward new requirements for the basic qualities that a new generation of middle school students should possess.However,the current middle school teaching practice has proved that the traditional teaching mode can no longer meet the requirements of social development and middle school teaching for the improvement of students’ comprehensive quality.It is imperative to explore new teaching modes.The idea that the subject mind map assists middle school teaching is put forward by Chinese education scholars in this context,and it is the product of the exploration and application of mind map in the education field and its gradual development.Mind map is a new generatio n thinking tool,which can help students diverge thinking and weaken the bondage of solidified thinking in middle school.But too open thinking is also not conducive to the formation of the subject knowledge system in middle schools.This thesis briefly introduces the related theories of mind maps and subject mind maps,and briefly analyzes the connections and differences between the two.At the same time,it analyzes and explains the development and application of subject mind maps in middle school chemistry teaching.The necessity of the development of mind maps in teaching into subject mind maps,and a brief explanation of the types and drawing of subject mind maps.The elective 4 "Principles of C hemical Reactions" module in Senior High School Chemistry PEP is one of the most important modules in middle school chemistry,and it is also the most difficult module.If teachers and students do not explore new methods,this module will become a big mountain in the students’ chemistry study,which is difficult to climb.Therefore,this study sets the research object as the students studying in the module of "C hemical Reaction Principles".During the survey process,before studying the module of ``C hemical Reaction Principles’ ’,a survey was conducted on the stude nts’ understanding of the subject mind map.The survey showed that the students’ understanding of the subject mind map was too superficial.The application rate is almost zero,which also shows that the research value of subject mind mapping in middle scho ol is great.So immediately,we conducted training on the understanding of subject mind maps for students,and encouraged students to apply the idea of using subject mind maps to assist middle school chemistry learning in elective four.After several sta ges of development,students have become more and more proficient in the application of subject mind maps,and their grades have improved significantly.In addition,teachers also try to use subject mind map ideas in all aspects of teaching,such as trying to change teaching strategies in lesson preparation,using subject mind map ideas to prepare lessons,and guiding students to use subject mind maps in the curriculum.Maps,even in the exercises after class,are permeated with the idea of subject mind mapping.After a period of practice,observe the students’ learning and make an evaluation.After one semester,the actual situation of students using subject mind maps to assist middle school chemistry teaching is analyzed as a whole and adjusted in time.After the last stage of investigation,I have some new understanding of the application of subject mind mapping in middle school chemistry.Next,through the research and analysis of the previous stage,the following aspects explain how the subject mind map can be effectively used in middle school chemistry teaching: how to efficiently guide students to use mind maps to improve learning efficiency in chemistry learning,and how to draw high Quality chemistry subject mind maps,the key and la yered implementation of subject mind maps,the application of different colors and different shapes of line patterns in subject mind maps,how to apply subject mind maps to teacher preparation,subject mind guide How to apply the picture to the teacher’s b lackboard,how to be efficient and not just a form,etc.This is also some personal thinking in the practice of subject mind mapping,and I hope it will be helpful to the future middle school teaching.At the end of this article,I will take "Electrochemistry" as an example to form a complete subject mind map application system,showing how students and teachers effectively use subject mind maps from pre-school preparation,classroom learning,to implementation after school For auxiliary learning,in order to more intuitively show the efficiency of the subject mind map assisting middle school chemistry teaching.