| With the new curriculum reform,the process of education and teaching increasingly highlights the main position of students,focusing on effective responses to practical problems,the overall development of quality education,promoting the development of thinking,and focusing on the cultivation of subject competence.At the same time,it also emphasizes to strengthen the main position role of school education,pay attention to interactive teaching,situational teaching,abandon the traditional "cramming" teaching and "full classroom" teaching,improve the quality of classroom teaching.In the actual teaching process,teachers have been accustomed to the traditional teaching method,which is monotonous and not flexible enough,but the students selected through this teaching method are difficult to adapt to the learning of thinking upgrade and the balanced development of literacy skills at the high school level.Such teaching method is not conducive to the development of students’ disciplinary thinking,and also lacks the ability of cooperative exploration and communication,so it is difficult to cultivate students’ core chemical literacy and scientific thinking.PBL(Problem-based Learning)is a student-oriented teaching model that applies knowledge and builds knowledge in solving practical problems based on problem situations.It focuses on the cultivation of students’ ability to use knowledge and solve problems as well as the development of students’ disciplinary thinking.In order to better develop students’ thinking and literacy in chemistry,and effectively improve students’ teaching effectiveness.The author tries to apply the PBL teaching mode assisted by mind mapping to the chemistry review course of senior high school entrance examination,so as to reduce the burden of memory brought by indoctrination in the traditional teaching process of senior high school entrance examination review,promote students’ efficient learning,improve students’ ability to analyze and solve problems,and develop students’ ability of cooperation and communication as well as thecore literacy in chemistry.Some new teaching ideas and cases are provided for front-line teachers in order to improve teaching efficiency and improve the teaching dilemma of review course.Through literature research,the author analyzed and sorted out PBLthe theories related to PBL teaching model and mind mapping,which provides a theoretical basis for the combination of PBL teaching model and mind mapping teaching tools.The study status of the two classes was investigated by questionnaires,which were designed from three aspects:students’ learning status and learning dilemma factors,teachers’ teaching model of chemistry review course,and the application of mind mapping in review course.The questionnaires were designed to investigate the review status of chemistry review course in the third year of middle school and students’ learning status,so as to understand the learning situation before teaching practice.To obtain the problem situation that students are generally interested in,and to provide practical basis for the combination of mind mapping and PBL teaching model.According to the characteristics of chemistry subject and the needs of review course,the teaching mode and process of junior high school chemistry review course are constructed by referring to the existing research results:(1)create the problem situation and put forward the problem;(2)cooperate to learn and analyze the problem.Problem chain: knowledge into problems(3)Application of knowledge,problem solving(4)Summary and induction problems: mind mapping.Through specific teaching practice,the author compares the changes of students’ chemistry scores before and after practice,and analyzes the influence of mind mapping-assisted PBL teaching mode on students’ academic scores.After teaching practice,students of different levels and genders were interviewed and analyzed,and the real feelings and gains of students were specifically understood in multiple dimensions.The comprehensive analysis reached the following conclusions:(1)The teaching based on problem situation can effectively stimulate students’ interest in learning,relieve the boring and tense learning state in the middle school entrance examination review class,mobilize students’ enthusiasm in chemistry class,and give full play to students’ subjectivity.(2)In the process of solving practical problems,the application of knowledge can enhance the confidence of students to learn chemistry well and relieve the anxiety of the examination review.(3)Through the teaching practice of PBL teaching mode assisted by mind mapping,the performance of experimental class has been significantly improved.Therefore,the teaching practice of review course based on this mode can improve students’ academic performance to a certain extent.(4)The use of mind maps to construct and organize knowledge forms a knowledge network related to chemistry and improves students’ ability to summarize. |
