| Facing the fact that all the high school students have to go through a unified en-trance exam, the author tries to research on the application of the mind map to thechemistry teaching of class one of the high school program. During the study, the au-thor also considers the curriculum arrangement of high school chemistry, current situ-ation of chemistry teaching and some problems related faced commonly by chemistryteachers, which need to be solved very urgently.After reviewing a great deal of research literatures about the application of themind map, we can confirm that such applications considerably improve the teachingeffects and promote the development of students’ intelligence, which enable them tostudy more efficiently.This study adopts the research approaches of practice-inspection, conductingpractices of mind map application in the chemistry teaching in the4classes of classone in high school, which are responsible by the author. This research reveals that theapplication of mind map can greatly help chemistry teachers understand the standardof the course more precisely and efficiently, connect the standard and requirementwith the contents of the textbook more clearly, make classroom design better, and su-pervise the classroom through prompt teaching adjustments easily. By applying themind map to the course of learning, students can also understand the major contents,the emphasizes, the difficult points and the correlations of such knowledge pointseasily and deeply. In addition, the mind map methods can also enable students togreatly facilitate the class note taking, make the class notes memorized easily, assi-milate the new knowledge more easily, integrate such knowledge into a systematicknowledge network conveniently, and improve students’ way of thinking.By summarizing the related practices, this paper tries to come up with some spe-cific methods for teachers and students to use the mind map in their teaching andstudying so as to provide some teaching cases. |
PDF Full Text Request