Practical Research On The Use Of Mind Mapping In Teaching Organic Chemistry In High Schoo

The research background of this paper is that the era of information economy requires a new understanding of knowledge structure,knowledge structure is an important part of the understanding of chemistry,and mind mapping is an important way for middle school students to carry out knowledge structure.The research methods of this paper are literature method,questionnaire method,interview method and experimental research method.The theoretical basis of this research is brain science theory,information processing and learning theory,knowledge visualization theory and constructivism theory.The innovation of this study lies in that there are few reference cases in the application of mind mapping in the new teaching of organic chemistry in the second year of high school.Therefore,it is necessary to study whether the use of mind mapping in the teaching of the new teaching is helpful to students’ learning through practice.The theoretical significance of this study lies in enriching the relevant theories of chemistry teaching and enriching the current Chinese chemistry classroom teaching methods.The practical significance lies in helping teachers to master a new method of designing teaching process,helping students to improve their learning efficiency,and helping to build a knowledge system of organic chemistry.In this paper,the teaching of organic chemistry in the second year of high school as the carrier,the use of mind mapping in chemistry classroom teaching,following the drawing principles and methods of mind mapping,to clarify the application of mind mapping in the basic teaching of organic chemistry: before,during and after class can be applied;The strategies can be used to form mind maps through teacher training demonstrations,students’ independent drawing,and group cooperation.This paper focuses on applying mind mapping to the new organic chemistry teaching in Grade two,requiring students to complete the drawing of this lesson’s mind map in class.Two questionnaires were designed before and after the teaching practice to understand the changes of students adopting this learning style.Through the comparison of two test scores and personal interviews before and after the practice,it was found that mind mapping was very helpful to students’ learning,which was mainly reflected in the following three aspects: It has improved students’ academic performance,mastered the learning methods of organic compounds,and improved students’ logical thinking ability.At the same time,it provides the teaching design and mind map of the new organic chemistry lessons of the second year of high school--Alcohols and Carboxylic Acids,enriching the teaching cases of high school chemistry teaching combined with mind maps,providing reference and guidance for the first-line chemistry teachers of middle and high schools.