Research On The Application Of Mind Map In Senior School Chemistry Teaching And Learning

The reform of the high school chemistry curriculum requires the cultivation of the characters and abilities necessary for life-long development of students.Students should learn a variety of scientific experimental methods through the course,master the ways to obtain information,and learn to use scientific thinking to process the acquired information.Mind map is a tool to help visualize the process of thinking.Expressing the thinking logic in the form of a mind map can not only help students build a knowledge network,but also cultivate their thinking ability.Mind map can play an important role in high school chemistry teaching,so there are sufficient reasons and necessity to study.Therefore,this thesis focuses on senior high school students,guided by textbooks and syllabus,and studies how to use mind maps in high school chemistry teaching.The full text is divided into the following five parts to discuss.The first part of this study is background research.In order to study the use of mind maps in teaching,we must have a comprehensive understanding of mind maps.Through literature research,I learned about the current status of domestic and foreign research.In high schools,there is not much training for students' thinking,and the students' awareness of forming chemical thinking is not high.For the purpose,we study the content and significance of this research.The second part is basic theories.Through the literature research,fully understand the concept,application and disadvantages of mind map.Look for methods of inquiry from previous explorations.On the learning theories studied,master students' learning rules,and lay the foundation stone for teaching design with mind mapping as the main method and improving students' thinking ability.The third part is specific research methods and case: In order to carry out this research,investigate students' difficulties in learning by distributing questionnaires,interviewing students with learning difficulties,and observe the teaching.According to the actual situation of students and teachers,and methods of using mind map to improve teaching design with mind map as the main teaching method.The students in this class are trained in mind mapping before the formal research.After students are able to diverge their thinking based on a theme and draw related mind maps,the research on the use of mind maps in chemistry teaching officially begins.Start with the teacher's teaching,and conduct in-depth research on the preview,review,blackboard writing and other aspects of the teaching design using mind mapping as the method.Starting from the aspects of students' learning,the study of learning methods through mind mapping is carried out for students in the process of learning chemistry,such as preview,review.It aims to use the mind map learning method to change the thinking mode of students in listening to lectures,taking notes,reviewing,and solving problems in the third year of high school in chemistry learning.The fourth part of this study is research conclusions and reflection: The results of the application of mind maps in high school chemistry teaching are summarized by analyzing questionnaire surveys,interview records,and test results.In the process of comparing the results of the two tests before and after,the class not only have a significant improvement but also have made great progress in autonomous learning and note-taking.Therefore,using mind mapping as one of the ways for students to learn can not only improve the efficiency and enthusiasm of students' learning,but also help students form a clear way of thinking about solving problems,which is more conducive to the growth of students.The whole research process was not all smooth sailing.I reviewed the whole research process and summarized my own growth and shortcomings in this research.I hope that I can go further and further on the road of teaching.