Application Of Mind Visible Map In Biology Teaching In Senior High School

The curriculum standard of biology for senior high school(2017 Edition)requires students to be able to "use diagrams and models".The ability of biology subject in the new college entrance examination requires students to "understand the main content of knowledge,master the internal connection between knowledge points and build a knowledge system".In order to help students form a knowledge framework and establish a conceptual system by using diagrams,this paper chooses two kinds of diagrammatic tools: mind map and concept map.The divergent thinking of mind map is helpful for the brain to search related knowledge quickly and form a knowledge framework;the concept map can describe the relationship between concepts more clearly,and the combination of the two is more conducive to the teaching of biological concepts.However,in the actual teaching,it is found that students' creative results can not be simply considered as mind map or concept map,but a combination of the two.Because the purpose of students' map is to make their thinking visible,this paper calls the pictures created by students as mind visible map.This research mainly adopts the methods of literature,questionnaire,interview,observation,case study and educational experiment.First of all,the theoretical basis and application status of mind map and concept map are reviewed by referring to relevant literature to prepare for subsequent experiments.Secondly,the use of mind map and concept map in senior high school biology teaching is mastered by means of students' questionnaire and teachers' interview.According to the survey,biology teachers in our school do not know much about mind map and concept map,and they seldom use them in biology class.Then,taking modern biotechnology as an example,this paper analyzes the influence of thinking view on students' interest in learning biology and the change of autonomous learning habits in the process of learning;at the same time,it analyzes the impact of thinking view on students' memory by observing its application effect in the first round review of senior three biology.Finally,in our school,we choose two classes with the same learning situation to carry out teaching experiments.The control class uses the traditional teaching method,and the experimental class uses the thinking viewable teaching strategy.The purpose of this experiment is to explore the influence of thinking perspective on senior high school students' interest in biology learning,the influence of creative thinking ability and learning achievement in the learning process,so as to better implement the core quality of biology.One semester later,we can draw the following conclusions.First,the application of thinking viewable in senior high school biology teaching can effectively improve students' interest in learning biology;second,the application of thinking viewable in senior high school biology teaching can effectively cultivate students' autonomous learning habits;Third,the application of thinking viewable in senior high school biology teaching can effectively improve the level of students' innovative thinking ability;Fourth,the application of thinking view in senior high school biology teaching can effectively improve students' biological learning performance.It can be seen from the above research conclusions that in the high school biology teaching,the implementation of thinking viewable teaching strategy can effectively improve students' biological learning interest and academic performance,and help to cultivate students' autonomous learning habits and innovative thinking ability.Therefore,the author hopes to promote the use of thinking viewable teaching strategy in our school.