The Research Of Applying The Mind Map To Optimize The Physics Classroom Teaching In Middle School

At present, being a new tool of thought and a new learning method, the Mind Map develops quickly in the teaching of middle school. It's application value in the middle school physics teaching has been widely accepted by the general educator, but there isn't a special discussion in applying the Mind Map into optimize the physical classroom instruction of middle school. Regarding the Mind Map, divergent thinking, constructivism, and genetic epistemology of J.Piaget as the theoretical foundation, combining the characteristic of physical classroom instruction of middle school, and colligating the thinking characteristic of contemporary middle school student in physics study, this paper leads the Mind Map and physical classroom instruction of middle school to combine together organically, and carries on a discussion preliminarily. We has summarized some positive and effective teaching experience through the study of applying the Mind Map into the optimization of classroom instruction with various lessons type of physics of middle school.This paper is divided into five chapters. In the first chapter, we briefly discuss the proposition of this thesis, the current situation of the works both at home and abroad, and the purpose and meaning of study. In the second chapter, we elaborate theory foundation of this thesis from the Mind Map, divergent thinking, constructivism, and genetic epistemology of J. Piaget. In the third chapter, we elaborate the method of drawing physics classroom teaching Mind Map, including handwork "paper and pen" plan, computer plan, and plan skill. In the forth chapter, from the five aspects of concept lesson, law lesson, experiment lesson, review lesson and exercise lesson, we elaborate the concrete application of the Mind Map in classroom teaching. Teaching of the physical concept is mainly to show the introduction of the concept, to reveal the essence of the concept, and to give the difference and connection between the concepts. Teaching of law is mainly to use the Mind Map to reproduce the forming process of the laws, and to emphasize the physical meaning and applicable scope of the law. Teaching of experiment is mainly to use the Mind Map to lead students to obtain the step of the experiment and the instructions, so as to have a deep understanding of the experiment. Teaching of the review lesson is mainly to transform the physical knowledge of the whole chapter into the Mind Map network, and to let students realize the forming process of this network in the course of drawing, so as to grasp physical knowledge well. Teaching of exercise is mainly to use the Mind Map to show the thinking of solution to students vividly, and to teach students to use the studied physical knowledge flexibly, such as dispersed thinking, extrapolation, topic multi- solutions. In the fifth chapter, we think the Mind Map on the optimization of the physical classroom instruction in the middle school, look forward to the future, and give some deficiency of the present research and some tactless proposal.