Design And Practice Of Geography Teaching Guide For Junior Middle School Students Based On Mind Mappin

With the promulgation and continuous advancement of new curriculum standards,how to really improve the efficiency of geography learning and comprehensively improve students’ core literacy has become a important concern for geography teachers.In this context,the student-oriented guidance case teaching model is widely favored,however,there are still some deficiencies in the preparation and use of the guidance case.Relevant research shows that as a graphical tool that can visualize abstract knowledge and thinking processes,mind maps can optimize the design of guidance cases and significantly improve students’ active learning interest and classroom teaching efficiency.However,in the subject of geography,research on the integration of mind maps and guidance cases is relatively scarce.This paper introduces the mind map into the design of geography guidance case and explores its effectiveness in junior high school geography classroom teaching to provide a reference for the optimization of geography guidance case and a practical reference for junior high school geography teaching.The main research contents and conclusions of this paper are as follows:First,the literature research method was used to sort out and review the current research situation of mind maps,guidance cases,and mind-map-style guidance cases in secondary school subjects,proposing the research direction of this paper,establishing the ideas and content framework of the research on the design of junior high school geography guidance cases based on mind maps,defining and elaborating the core concepts and theoretical foundations.Second,the questionnaire survey method was used to investigate the use of guidance cases and the cognitive status of mind maps among the students in the second grade of the fifteenth middle school in Zaozhuang City,Shandong Province.The results show that:(1)Students have a positive attitude towards learning geography,but many students express that sorting out the knowledge of new classes is difficult and the memory burden in the review class is heavy;(2)Students generally recognize the guiding and helpful role of the guidance cases for learning,but due to the lack of combing of the knowledge structure in the design and arrangement of the guidance cases,students have not yet formed the thinking habit of connecting new and old knowledge;(3)Most students have some understanding of mind mapping and are interested in mind-map-style guidance case.Third,based on the results of the questionnaire survey and related theories,this paper analyzes the feasibility and advantages of the integrated design of the mind map and the junior high school geography guidance cases and proposes the design principles and links of the mind-map-style guidance case of junior high school geography,as well as suggestions on the design and use of geography guidance cases for junior high schools.Fourth,using the content of the unit “Northern Region” of China’s regional geography in the second book of the eighth grade of the Business Planet edition as a basis,this paper designs a guidance case,selects two parallel classes as the control class and the experimental class respectively,and conducts a comparative teaching practice study in the eighth grade of the fifteenth middle school in Zaozhuang City to verify the effectiveness of the use of the mind-map-style geography guidance case.By comparing the pre-test scores and post test scores and analyzing the results of students’ questionnaires and teachers’ interviews,it is found that the mind-map-style guidance case can enhance students’ learning interest and subjective initiative,and is conducive to building an efficient classroom;It can help students summarize,understand and memorize junior high school geography,which to a certain extent improves the average performance of students and reduces the difference in class performance;In addition,the design of mind-map-style guidance case is conducive to supervising the improvement of teachers’ teaching skills and triggering teachers’ deeper thinking on teaching materials.