| With the development of students’ age and learning period,it can be clearly found that there are many more subjects in middle school,and the scope of learning is no longer limited to language,preliminary logical arithmetic,ideological morality,etc.,but also many more humanities and science subjects.In junior high school,students also began to formally contact and study biology.This puts forward higher requirements for students’ learning ability and other aspects.In the past few years of working in the front-line position of biology education,I have been reflecting on how to improve students’ learning ability of biology in subject teaching.However,promoting the development of students’ learning ability is a long and complex process requires teachers and students to work together,constantly reflect and explore.At the same time,the learning ability of individual students will also be affected by many factors.Based on this,the author first learnt about individual learning ability and other related contents have been analyzed and researched,and then combined with the entrance test scores,questionnaires,interviews,etc.to understand and analyze the specific situation of freshmen’s learning,learning ability,thinking ability and other aspects.On this basis,teaching research was further carried out to explore how to promote students’ learning ability in biology teaching.In the teaching process,we should choose the appropriate path and methods according to the textbook and the teaching content to cultivate students’ learning ability.We should not only consider whether the teaching method adopted are in line with the actual situation of teaching in the school,whether it can be integrated with the actual teaching process,but also consider whether the method conforms to the basic laws of students’ individual cognitive development and the characteristics of biology.In this context,mind maps and concept maps are more appropriate to improve students’ learning ability,but in the later stage,it is found that it is difficult for students in the school to use concept map,which is not applicable in most cases.Therefore,in the process of actual teaching,mind map is used to cultivate students’ learning ability in biology,and a series of related thoughts and exploration are carried out.The purpose of this paper is to explore through the use of mind mapping,how to guide students to review and sort out biological knowledge in a timely manner,and gradually connect the trivial knowledge points of the subject,and then integrate the knowledge points and build a complete knowledge system.In addition,in this process,teachers can also understand and grasp students’ grasp of the subject knowledge and the development of subject thinking in time,and give guidance to students to promote the development and improvement of students’ learning ability in biology.Based on more in-depth data research and theoretical discussion on individual learning ability and mind mapping,and combined with the specific situation and problems of the freshmen in the author’s school(weak learning foundation,low learning ability,low thinking ability,and good learning habits have not been formed),the author launched this educational exploration,and initially tried to apply mind mapping into the actual teaching process,so as to improve students’ learning ability of biology.In the process of this teaching experiment,the author has faced many practical teaching problems,such as how to help students master and draw the mind maps independently,how to effectively use the mind maps in each class,and how to comprehensively use the mind maps in the subject review stage,and so on.Taking the problems in actual teaching as the starting point,the author constantly reflects and tries to carry out teaching practice,and combined with her own teaching practice,teaching experience,reflection,etc.,puts forward several thoughts and suggestions on teaching optimization,hoping that on the basis of this teaching exploration,the mind map can be better used in teaching practice:1.Teachers’ teaching concepts must be optimized.Teachers must identify and clarify the meaning of mind maps in teaching practice,and should not fall into the misunderstanding of drawing mind maps for the purpose of drawing mind mapping.Mind maps are just a tool to help teachers to grasp students’ understanding,thereby helping students to further study biology.2.In the early stage of cognition,teachers can guide students to recognize,understand,and initially draw mind maps by jumping out of the subject and combining specific examples and scenes that often appear in life.3.Carry out timely check and feedback on the students’ mastery and drawing of mind maps.When students initially master the mind map,teachers can test and understand students’ understanding of specific subject knowledge and mind map by organizing and guiding students to conceive,design and draw the mind map independently or in groups.At the same time,effective feedback and guidance should be made,for example,it can be displayed and evaluated in the class.4.In the summary of the new lesson,teachers can adopt the way of designing and drawing the mind map to guide students to sort out the knowledge points of the lesson based on their own thinking and cognition,so as to achieve the purpose of summary.5.In the review links such as review lesson and practice classes,teachers can organize students to take various forms,such as alone,desk-mate cooperation,group cooperation,etc.,design and draw a mind map centered on the basic knowledge points,key points,difficult points and other contents to be reviewed,and then summarize,analyze,check and fill in the gaps,so as to make the review more effective and targeted. |
