Research On The Application Of Mind Mapping In Biology Teaching In Senior High School

The Ordinary High School Biology Curriculum Standards(2017 Edition 2020Revision)puts forward new requirements for developing students’ key competencies and cultivating students’ autonomous learning ability.This requires educators to change their teaching ideas in time,find suitable educational and teaching methods,implement the requirements of the key competencies of the subject,and achieve the goal of the moral education.After several years of teaching practice in a rural area school,the author discovered a prominent problem: students’ classroom learning is inefficient and learning interest is low,which ultimately affect the personal development of students.Thus changing teaching concepts and finding suitable teaching methods have become effective ways for rural schools to break through the status quo.This research introduces mind maps for teaching on the basis of traditional teaching methods,and aims to explore the requirements of realizing the new curriculum standards and find a suitable way for schools in rural area in biology teaching.With reference to the research foundation of others,the teaching practice procedures are designed as follows:(1)Students prepare mind maps before class;(2)Students take notes in the form of mind maps in class;(3)Students use mind maps to review and memorize knowledge in groups after class;(4)Students make unit summaries in the form of mind maps,and teachers review them according to the evaluation criteria of mind maps.Students in two parallel classes were chosen to be participants and the experimental process was designed using experimental research method.In the course of the experiment,the author observed the changes in students’ classroom learning behaviors.After the experiment,a questionnaire was used to investigate the changes in students’ autonomous learning ability.Finally,by the means of interviews,the author got students’ attitudes towards the use of mind maps,opinions and suggestions to provide references for revising experimental design.After nearly three months of practice,the expected results have been achieved overall.(1)Students’ classroom learning efficiency got improved;(2)Students’ memory efficiency got improved;(3)Students’ academic performance got improved;(4)Classroom atmosphere got enlivened;(5)Students’ learning autonomy got improved;(6)Students’ learning interest got stimulated.