Mind Mapping In High School Biology Teaching Practice

Emphasize the initiative and consciousness of students, promote independent learning, cooperative learning and inquiry-based learning, the new curriculum reform aim at advancing in education for all-around development, so that each student could develop all-around. Mere imitation of someone's teaching is no way out, we require to find a way to stimulate student's interest in learning, improve their ability of thinking, enhance their self-confidence and to obtain a more excellent performance, because of its own conditions, such as poor educational software and hardware, poor the basic quality of students.so the teaching strategy is very important in the senior high school of the county. Mind mapping is the most suitable tool for the brain to think of thinking, the use of line, text and graphics to organize information, to make thinking easier.There are certain theoretical and practical significance to probe the Mind Map of the teaching of biology effects on the students in the sennior high school.In this paper, the theory of Mind maps are described, including the origin of mind maps, concepts, characteristic, application and theoretical basis. The progress and the specific circumstances of the experimental school research, domestic and international, on the mind map were analyzed. On this foundation, four classes (two classes to regular classes, two classes focus on class) of the gread one in the Xunyi senior high school as the object of study, use the method of literature, observation, interview, job survey and questionnaire survey, whether the mind mapping impact on the comprehensive quality of the students were studied. We made a measure before carrying on to the research object in September.2010, to determine wheather Whether grouping is accurate according to the data. In the process of teaching to the students in the experimental class, the teacher guide the students how to use mind maps to enhance their learning interest, ability of thinking, confidence and academic performance; control class is still using conventional teaching methods. January 2011, after the end of the experiment in control and experimental classes, the students were post-test. The results showed that:Students in regular classes and unregular classes are not the same. Using of the mind mapping in regular classes, students of experimental class interest in learning, thinking skills, self-confidence and academic performance better than the control class; but the difference was not significant to use the mind mapping between them in unregular classes.The conclusion of this paper as follows:1. the experimental results are not the same between the students of regular classes and unregular classes to using mind maps.2. using mind maps in regular classes can significantly increase student interest in learning, thinking ability, confidence and academic performance.3. using mind maps in unregular classes the the increase of student interest in learning, thinking skills, improve self-confidence and academic performance was not significant.