Practical Research On Mind Mapping In High School Chemistry Teaching

The basic education reform proposes that education and teaching should focus on cultivating students’ comprehensive ability,and strive to implement the training goal of morality and people.Mind map was first proposed by Tony Buzan,the "father of memory".It is an effective learning tool.It combines vivid images with concise and clear words.It can not only express knowledge structure in an intuitive way,but also It can also clearly show people’s thinking process and the internal connection between knowledge points,which can effectively improve the professional level of teachers and develop students’ comprehensive learning ability.Based on this,this research attempts to use mind mapping in the teaching practice of high school chemistry.Firstly,the current research status of mind map at home and abroad and the achievements of mind map in middle school chemistry teaching research are sorted out through the literature research method.Secondly,the related concepts of mind map are defined,and related elaborations are made on the basis of brain science theory,schema theory,constructivist learning theory and knowledge visualization theory.Then,a questionnaire survey was carried out among the first-year students of Shihezi No.1 Middle School to understand the basic situation of students’ chemistry learning and students’ cognition and use of mind maps.The teaching methods used,the problems existing in students’ learning of chemistry,and the views on using mind maps in chemistry teaching.The survey results show that students are more interested in the teaching mode based on mind maps,and teachers also believe that the use of mind maps in teaching can help improve learning efficiency.Therefore,combining the principles of heuristic creation,ordering,openness and feedback regulation,the teaching mode based on mind map is constructed,and the teaching design process using mind map is obtained.Then,according to the results of the monthly test,two classes with the same level of learning were selected as the objects of this research.Among them,3 classes were control classes and 8 classes were experimental classes.The teaching practice is carried out on the basis of Chapter2 "Important Elements in Seawater" in the first volume of compulsory high school chemistry textbooks of the People’s Education Edition.After the practice is completed,in order to verify the effectiveness of the teaching model,a questionnaire is distributed to the students in the experimental class to understand the students’ real feelings after learning with the help of the mind map.,and finally draw conclusions,reflect and look forward.The results of the study showed that most students liked the teaching method based on mind maps,believed that this method could help them learn chemistry well,and were willing to continue to use it in their future studies.By comparing the scores of the students in the two classes,it can also be found that the average score gap between the experimental class and the control class has widened from 1.48 to 6.24 points,and the academic performance has been significantly improved,and the independent sample t test shows that the scores of the two classes are indeed significant.difference.The above results show that the use of mind maps for teaching in chemistry classrooms can effectively improve teaching efficiency and optimize learning methods,thereby improving students’ chemistry academic performance and autonomous learning ability,and is of great significance for promoting the harmonious development of teacher-student and student-student relationships.To sum up,it can be seen that the integration of mind maps into the teaching of chemistry is a teaching model worthy of research and promotion,and has application value.