Practical Research On Mind Mapping In Middle School Biology Teaching

The "Biology Curriculum Standards for Compulsory Education(2022 Edition)" emphasizes the cultivation of students’ core competencies.However,under the current Sichuan Province high school entrance examination system,some students do not attach importance to the study of biology,and some teachers have outdated teaching concepts and single teaching methods.Based on my own learning and teaching experiences,the author analyzed the necessity of applying mind maps in junior high school biology teaching through literature review,relevant books,and practical teaching situations.Mind mapping is an effective graphic thinking tool for expressing divergent thinking,which uses lines,symbols,words,images and colors to start from a central theme and diverge the relevant information branches to form a radial network.Researchers at home and abroad have widely applied mind maps in the fields of business and education,helping people improve their thinking ability,memory,creativity,and improve work and learning efficiency.Applying mind maps to junior high school biology teaching is beneficial for students to deeply understand biological concepts,cultivate their creativity,autonomous learning ability,and rigorous scientific thinking.Through a questionnaire survey of some teachers and students in Suining City,the author found that middle school biology teachers have a certain level of understanding of mind mapping,but the frequency of use is not high and there are some problems in the application process;In the process of biology learning,students mainly face the problem of difficulty in memorizing knowledge points,lack of mastery of good learning methods,and have some understanding of mind mapping,but are basically unable to proficiently draw.Based on the survey results,the author studied the application strategies of mind mapping in junior high school biology teaching by combining the basic characteristics of mind mapping and the characteristics of biology.The corresponding content of the seventh grade biology textbook of Beijing Normal University was designed for applying mind mapping teaching,and the rationality and effectiveness of the teaching design were discussed in the lesson preparation group.The author conducted a pre-experiment test on two parallel classes in the teaching class,and tested the results and questionnaire survey data.The results showed that there was no significant difference.The two classes were set as the experimental class and the control class,and the mind map was applied to the biological teaching of the experimental class,and the teaching practice was nearly one academic year.In the process of teaching practice,let students understand the concept,purpose and relevant theories of mind mapping through mind mapping learning class,teach students the method of drawing mind mapping,and stimulate students’ interest in applying mind mapping through mind mapping learning class.In the teaching process of biology course,the mind map is applied to the teaching of new courses,review courses and exercise classes,and students are taught to use the mind map to preview,take notes,review,build knowledge system,analyze exercises,collect wrong questions,etc.After nearly one academic year’s practice and research of mind mapping teaching,analyzing students’ mind mapping works,we can find that students are gradually skilled in the application and drawing of mind mapping.Through interviews with students and observation of students’ classroom state,it can be seen that students generally accept the application of mind mapping,have a positive attitude towards the application effect of mind mapping,and students’ participation and enthusiasm in the classroom have been significantly improved.Based on the results of the post-test and questionnaire survey of the students in the experimental class and the control class,the changes in students’ learning interest,learning ability and learning attitude are analyzed.The results show that:1.The rich and colorful forms of mind mapping can improve students’ interest and initiative in learning biology.Students actively apply mind maps to preview before class,summarize the key points in class,take notes,sort out the knowledge construction framework after class,and review in combination with mind maps,which not only promote students’ active learning,but also create a relaxed and active learning atmosphere,significantly improving students’ learning efficiency.2.The unique thinking mode of mind mapping can deepen students’ understanding and transfer of biological concepts,effectively improving their learning ability.Students have developed the ability to understand and summarize concepts in depth by fully understanding biological concepts,extracting key information,analyzing internal relations and logical relationships,and establishing a knowledge system.Through the examination point analysis and problem-solving analysis of the exercises,the ability of thinking and the ability of transfer and application are cultivated.3.Mind mapping can fully mobilize students’ senses and thinking,enhance students’ memory of knowledge,continue to apply mind mapping learning,and effectively improve students’ biological performance.Students show the process of thinking in the process of drawing mind maps.The colors and images of mind maps give students visual stimulation and enhance their memory.Therefore,long-term application of mind maps can improve biological performance.4.Continuously applying mind maps for previewing,taking notes,reviewing and analyzing exercises,and collecting incorrect questions can improve students’ learning efficiency,change their learning attitude,and cultivate good learning habits.Students have undergone significant changes in their learning habits,especially in the analysis and collection of incorrect questions.As a result,their accuracy in completing exercises continues to improve,which is also one of the important reasons for their improved grades.Although the author has obtained some research results through teaching practice,this study also has shortcomings.Due to the small sample size of the research object,the limited research time and conditions,the research results have certain limitations.It is expected that in the future teaching,we will continue to apply mind map teaching,constantly optimize teaching strategies,and provide some practical reference for the reform of biology classroom teaching in junior high school.