| With the development of The Times,the requirements for talent training have changed.The 21 st century is an era of fierce competition for talents,and innovative talents are the main core of a country’s comprehensive competitiveness.In order to cope with the demand for talent training and the trend of curriculum reform,it is clearly proposed in the Biology Curriculum Standards for Senior High Schools(2017 Edition,2020 revision)that attention should be paid to the cultivation of students’ scientific thinking ability,and that induction and generalization,critical thinking,creative thinking and other methods should be used to understand things and solve problems.Creative talents should first have creative thinking,and the core of creative thinking is divergent thinking.Once students lack divergent thinking,it is difficult to form creative thinking,which ultimately affects the formation of innovative ability.Therefore,attention should be paid to the cultivation of students’ divergent thinking in teaching,which is conducive to the cultivation of innovative talents.Mind map is a tool to organize and represent knowledge,and the construction of mind map is a process of thinking visualization,which can present the hierarchical relationship between knowledge,stimulate students’ thinking,and achieve the purpose of cultivating their thinking ability.Therefore,the mind map is applied to the biology review course in high school to explore the influence on students’ divergent thinking.This research mainly adopts the literature research method,the survey research method,the data statistics method and the practice research method.Through the interview of a middle school biology teacher in Guiyang City and the questionnaire survey of senior three science students,this paper comprehensively understands the teachers’ understanding of divergent thinking,the use of mind maps and the level of students’ divergent thinking.On the basis of the preliminary investigation,the practical research is carried out:(1)Two parallel science classes in senior three are selected as the practical teaching objects,among which the experimental class conducts the mind mapping teaching and the control class conducts the routine teaching.(2)After practical teaching,the level of divergent thinking and biological scores of the two classes were analyzed after testing,and the influence of mind mapping teaching on students’ fluency,flexibility and originality of divergent thinking and biological scores was analyzed.The results of teacher interview and student questionnaire survey show that:(1)Students’ fluency and flexibility of divergent thinking are not enough,and their originality is obviously missing.(2)More than half of the students do not have a deep understanding of the mind map and are not familiar with the production,but most of the students maintain a positive attitude towards the introduction of mind maps in both "teaching" and "learning".(3)In teaching,some teachers do not pay enough attention to the cultivation of students’ divergent thinking,and do not pay attention to the formation process of students’ thinking when answering questions in class.(4)All the teachers surveyed only had a superficial understanding of divergent thinking,and did not know enough about the division of dimensions and cultivation strategies of divergent thinking.(5)All the teachers surveyed held a positive attitude towards the application of mind mapping teaching to cultivate students’ divergent thinking,and believed that mind mapping teaching was conducive to stimulating students’ thinking.The results of practical research show that: After practice,the average scores of divergent thinking fluency of the experimental class and the control class were 39.66 and 33.86 points respectively,and the average scores of flexibility were 21.82 and 17.29 points respectively.According to the T-test,the P values of these two dimensions were 0.029 and 0.042 respectively,both of which were less than 0.05.The results show that there are significant differences in the fluency and flexibility of divergent thinking between the two classes.The application of mind mapping teaching has a significant effect on the cultivation of fluency and flexibility of divergent thinking.However,after practice,the average score of originality of divergent thinking of the experimental class and the control class was 4.04 and 4.31 respectively.The T-test showed that the P value was 0.753,greater than 0.05,indicating that there was no significant difference between the two classes in originality of divergent thinking,and the application of mind mapping teaching had no significant effect on the cultivation of originality of divergent thinking.At the same time,the average biological scores of the two classes were 42.91 points and 41.95 points,P=0.687,greater than 0.05,indicating that there was no significant difference in biological scores between the two classes after practice.To sum up,since the improvement of biological achievement is a long-term process of continuous efforts,and there are many factors affecting the improvement of biological achievement,the application of mind mapping teaching has no significant effect on improving students’ biological achievement.However,the application of mind mapping teaching in senior high school biology review course can promote students’ divergent thinking to a certain extent,which is conducive to the formation of students’ creative thinking and the cultivation of students’ core accomplishment of biology. |
