| Mind mapping is a visual tool for expressing divergent thinking, it is illustrated. It can simulate the brain’s way of thinking, explicit human cognitive structure, so it is known as "brain map" or "mind map. Since the last century produced the 1960s, it has been more attention from all sectors. Currently, in Western countries, Singapore, Malaysia and China’s Hong Kong and Taiwan have been widely circulated, and in mainland China it has also gradually attracted researchers’ attention. As people’s understanding of the mind map and study, it was powerful gradually explore, set off huge waves in the education sector. Tsinghua University, Beijing Normal University, East China Normal University, Nanjing Normal University and other colleges and universities and a number of primary and secondary schools are actively researching Mind Map teaching. However, I understand the situation is concerned, the present study is still in the relatively shallow stage, most of them are in the validation of mind mapping in the teaching. Not be overlooked is the mind map also has drawbacks, only to face and solve its shortcomings, can really promote their combination with teaching.This article is based on the status quo mind map in high school history teaching use as a starting point to start the research. By the author of the survey found that many teachers on one-sided understanding of the mind map, and stay on the surface, just think of it as a tool, therefore making the rigid classroom teaching, curing the students thinking, dampening the students’ learning history interest, and can not really play the subjectivity of students, stimulate their awareness of the problem. In fact, it is more a philosophy, a way of thinking and life. I address the problem from two aspects put forward their views in this paper, in order to be able to provide advice and inspiration to classroom teachers. First, through the guide students to construct historical context map, comparative mapping to enrich students’ historical representation, and exploring with the combination of the traditional teaching way that can even maximize the role of the mind map and stimulate students’ interest in learning. Second, through the layers of disciplines to explore discipline issues, unit issues and classroom problems to construct problem mapping, that teaching adhere to the discipline problem-based, student problems as a starting point, the teacher problems as the guide, to create a harmonious classroom atmosphere, stimulate students’ divergent thinking, real play to the students’ subjectivity, and promote the students’ autonomous learning. |
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