The Review Strategy Of Organic Chemistry In Senior Year Based On Thinking Maps

Organic chemistry is an important part of chemistry and plays an important role in the development of chemical concepts such as "positional structure and properties" and in the development of advanced thinking.After the adoption of the "3+1+2" college entrance examination model in Fujian Province in 2021,the organic module has been changed from an optional component to a compulsory one and has received more attention.However,the traditional way of reviewing with a lot of questions is difficult to help students improve their problem-solving skills.The Thinking maps are a visualization tool for thinking,with a rich form of sub-maps that reveal the dynamic thinking of students as they think,bringing the review down to the level of thinking,hitting the weaknesses of thinking,and providing a little guidance to promote the orderly development of thinking.Based on the above perspectives,this study takes organic chemistry knowledge as the carrier and explores the use of the Thinking Maps strategies in senior organic review,with the following research path:First,the literature research method is used to sort out the current status of research on thinking visualization,Thinking Maps,and organic chemistry review.The concept and value of Thinking Maps are clarified,and the theoretical basis for the use of Thinking Maps in chemistry review is also organized.Secondly,use the questionnaire survey method to understand the students’ answering situation and the cognitive situation of the Thinking Maps,and classify the students’ organic learning disabilities through the analysis of the students’ typical errors.According to students’ difficulties in organic learning,a Thinking Maps review strategy was proposed: In the organic knowledge review module,four visual learning paths are conceived,including "essence + completeness","discrimination + transfer","level +generalization",and "causality + analogy",to clarify the context of knowledge and to construct thinking;in the organic exercise review module,the Thinking Maps was used to design some solving models for high-frequency examination points to improve students’ problem-solving ability.Finally,the experimental research method was used to conduct the teaching practice of the Thinking Maps review strategy,the effectiveness of the Thinking Maps review strategy was evaluated by comparing the differences in students’ performance after reviewing using the Thinking Maps strategy and the traditional strategy,as well as the changes in students’ knowledge,ability and emotion in the questionnaire.The study concluded the following:1.The learning difficulties of students in the organic learning are: low degree of knowledge structuring,difficulty in the interconversion of structure and properties;poor application of analogy,no way to start with unfamiliar substances;difficulties in information extraction,lack of attention to unfamiliar information on the topic.2.The comparison of pre and post-test scores showed that the use of the Thinking Maps strategy had a greater increase in students’ organic scores and a better review effect than the traditional review method,and the Thinking Maps review strategy was more effective than the traditional review strategy in optimizing the class score structure and increasing the number of students in the high-scoring band.3.The feedback questionnaire showed that the Thinking Maps strategy helped students clarify their knowledge and improve their knowledge structure;the use of problem solving models to extract unfamiliar information and infer knowledge points by analogy improved their ability to extract information and apply analogies.It is evident that the students’ organic learning difficulties have been improved to some extent.In addition,Students have a high degree of recognition of the Thinking Maps strategies,their interest was strong,and they were willing to transfer it to other knowledge learningIn conclusion,the Thinking Maps strategies are beneficial to enhance learning interest and confidence,help students to form knowledge structured and improve problem solving ability,overcoming organic learning difficulties,and develop higher order thinking,and have some value in organic review.