Research On The Teaching Practice Of The First Year Chemistry Review Course Based On Mind Map

In recent years,under the background of the in-depth implementation of the new curriculum reform and new curriculum standards,the state has also put forward higher requirements for students’ chemical learning ability,in order to better cope with this change and effectively improve students’ core literacy,educators should implement more effective teaching models and methods according to students’ interests and needs.In classroom teaching,review courses play an important role in integrating and internalizing knowledge and cultivating students’ core literacy,but the current chemistry review course in senior one has a single teaching mode,low students’ interest in learning,difficulty in integrating and memorizing knowledge,and insufficient students’ ability to use knowledge to solve problems.As a simple and creative learning tool,mind map can not only visualize abstract knowledge through graphics,lines,symbols,etc.,but also use keywords to connect and label content,and has the ability to structure scattered knowledge,if used properly,it will have a good effect of bridging the teaching shortcomings of high school chemistry review courses.Therefore,this paper attempts to apply mind maps to the teaching of chemistry review courses in the first year of high school,and constructs a teaching mode of chemistry review courses based on mind maps,so as to help students integrate knowledge at the knowledge level,and promote students’ understanding and memory of knowledge by constructing the connection between knowledge and exercises.At the level of core literacy,cultivate students’ independent learning ability,improve students’ problem-solving ability,and further improve students’ core literacy.Firstly,this paper uses questionnaire survey and interview methods to grasp students’ and teachers’ understanding of chemistry learning status,learning attitude and mind mapping.Through the survey,it is found that,on the one hand,there are still problems such as insufficient interest and student participation,difficulty in knowledge integration,and disconnection between knowledge and problem solving.On the other hand,teachers and students have a positive and open attitude towards the application of mind maps in chemistry review classes.Based on the questionnaire survey and interview,it can be concluded that this teaching mode is suitable for the teaching of chemistry in the first year of high school.Secondly,in order to promote the application of mind map in the senior chemistry review course,under the guidance of relevant theories,the teaching mode of the senior chemistry review course based on mind map is constructed,which is divided into three stages: pre-class preparation,in-class teaching,and after-class consolidation,which can be horizontally divided into two dimensions: teacher activities and student activities.From the perspective of teachers,teachers should design composite mind maps about knowledge points,special knowledge and "special knowledge-example problems" before class,and select example problems and after-class exercises;In the class,the teacher sorts out the knowledge points and problem-solving ideas with the assistance of the mind map;After-school teachers should optimize for existing instructional designs.From the perspective of students,you need to design a mind map independently before class,complete example problems and mark ideas;In class,you should sort out the knowledge points,experience the connection between knowledge and exercises,and improve the ideas for doing questions;After class,sort out the mind map and complete the exercises to consolidate knowledge.Finally,the preschool test score is used as the pre-test score,and two classes with the same overall level are determined,which are used as the experimental class and the control class for teaching practice,and the experimental class uses the teaching mode of chemistry review course based on mind map for teaching,and the control class adopts conventional teaching methods for review.In the later part of the course,by comparing the chemistry scores of the two classes,combined with questionnaires and interviews with students in the experimental class,we can understand the students’ feelings and experiences of using the review class on the mind map,and deeply understand the advantages of the teaching mode of the senior chemistry review course based on the mind map.Through research,it has been confirmed that the teaching mode of high school chemistry review course based on mind map can effectively improve students’ performance,enhance students’ interest and motivation in learning,help students integrate knowledge,deeply understand and remember knowledge,improve students’ independent learning ability and problem-solving ability,and finally this teaching mode has also been loved and recognized by students.