Application Research Of Concept Map In Junior High School Biology Review Course Teaching

The general teaching mode of review course focuses on the test and perfection of knowledge itself,and it is easy to ignore the construction of internal logical relations between concepts.During the review process,students often feel overwhelmed and confused in the face of a large amount of fragmented knowledge.As a visualization tool,concept map makes use of shapes,lines,colors and other forms of expression,and builds knowledge networks with the help of nodes,lines,connectives and hierarchical relationships.The purpose of this study is to help students improve their current learning status,improve the effectiveness of review,and promote the development of students’ core literacy in junior biology teaching by using concept maps.At the beginning of this semester,students in two classes were tested to confirm that there was no significant difference in scores.The experimental class used concept maps for junior high school biology review course teaching,while the control class did not.Then,at the end of the semester,the students in the control group and the experimental group were tested for their academic level,and the students in the two classes were measured using the learning interest questionnaire and the creative thinking scale.After that,the students were interviewed to understand their real feelings.To sum up,the author draws the following conclusions: concept map extracts key concepts and forms a knowledge framework,which is conducive to students’ review memory,improve students’ academic performance,and promote the formation of life concept;(2)Students have a certain degree of freedom in the drawing process.Compared with the general review course,students have a higher interest in learning;(3)After the concept map works are praised by teachers and students,they feel positive encouragement and are more willing to draw concept maps.Perhaps concept maps can be used as a way of evaluation to increase students’ learning initiative;(4)The drawing of concept map has obvious personal color,which can cultivate students’ creative thinking.Therefore,we can try to use concept maps to carry out biology review course teaching and solve a series of problems existing in general review course,such as students’ lack of learning initiative,lack of logical concept construction and so on.However,this study still has shortcomings such as short research time,small sample size,low effectiveness of the evaluation table,and irrelevant variables affecting the experimental results.In the follow-up research process,improvements can be made by increasing the research time,increasing the number of samples,improving the evaluation table,etc.