Application Of Concept Maps In High School Mechanics

In the general high school physics curriculum,mechanics is one of the compulsory contents,which is a large and extremely important knowledge block.The knowledge content of the mechanics section in senior secondary school is widely distributed,with many concepts and laws,and closely connected,and the learning effect of many students in this section is not very satisfactory.How to enhance the teaching effect of senior secondary mechanics has been a headache for physics educators.The physics curriculum standard of senior high school(2017 Edition)clearly puts forward: "students are guided to learn independently and diversification of teaching methods is advocated." Concept mapping is a very important and effective visual teaching tool to represent a certain range of knowledge and to construct schematically based on its meaningful relationships to form a knowledge structure map,which can help teachers and students to effectively establish and sort out the relationships and logic between mechanics knowledge points.This study is conducted with the application of concept maps in high school mechanics as the main subject.Firstly,based on the collection and analysis of domestic and international data related to concept mapping,the author outlines the general status of research on concept mapping,focusing on the application and research of concept mapping in physics education and teaching in China,and briefly explains the purpose,content and method of this study.Then the two core concepts of this study,"concept mapping" and "high school mechanics",are defined,and the three theories guiding this study are compiled in the light of the knowledge characteristics of high school mechanics and the current situation of physics teaching,combined with the relevant knowledge of educational psychology The study is guided by three theories: "Ausubel’s theory of meaningful learning","Constructivist learning theory" and "Dual coding theory",and introduces the basic knowledge related to concept maps,such as their origin,basic composition and production.An introduction is given to the basic knowledge related to concept maps,such as their origin,basic components and production,in order to add some theoretical knowledge to the use of concept maps.A random questionnaire survey was then administered to 100 students in the second year of senior secondary school in Yuxi,Yunnan Province,to find out how students learn mechanics and how teachers use concept maps to teach mechanics.direction and ideas for the subsequent research.The study then investigates the application of concept mapping in high school mechanics,explaining the connotation,characteristics and role of concept mapping in high school mechanics,as well as its application in three different types of classes: "new lessons","revision lessons" and "problem lessons".The application of concept mapping in three different types of lessons,namely "new lessons","revision lessons" and "problem lessons",is analysed through case studies of the teaching design of the three different types of lessons.This paper shows that the application of concept maps to the teaching of high school mechanics not only helps students to construct mechanics knowledge and visualise their thinking processes,but also helps teachers to break through difficult teaching points and improve teaching effectiveness,while at the same time implementing the needs of the high school physics curriculum standards for diversified teaching methods.