Experimental Study Of The Biological Concept Map Teaching High School Students' Thinking Abilities

In 21st century which is time of knowledge economy and talent competition, each country pays much attention to ideation and innovation and people with independent thought, innovative consciousness and capability are more and more popular. The key to cultivate this kind of talent is education, especially students' ideation penetrating in class teaching, which put higher require to basic education of China. Therefore, we should take cultivating talent with independent thought, innovative consciousness and capability as goals.However, current class teaching is in the phase of attaching importance to knowledge and results and ignoring thought and forming process of knowledge and relation of thought and aims of three levels, which restricts ideation cultivation of students in teaching. So it is crying for a teaching mode with maneuverability, which applies the context for this study. The study is significant for cultivating capability of settling problems and innovating and changing teaching from knowledge to wisdom.In the second chapter, we clarify theory about concept map frame, discuss teaching technique for concept map and ideation cultivation in new curriculum and demonstrate that concept map teaching is propitious to accelerate students' ideation development. Then based on introducing universal means for doing concept maps and classification of doing them, we give the process of doing concept maps combining with students' developing rules and several teaching cases.There are four chapters in the paper as follow.In the first chapter, we clarify the background and relevant study status in and overseas. Through analyzing data about concept map, we put forward the argumentation that concept map teaching is propitious to cultivating students' ideation, then, we expatiate the study purpose and significance.In the third chapter, based on theoretic analyze, we choose experimental class and contrast to demonstrate the accelerating effect of concept map in practice. At the same time we find out students' change of idea means and quality when using concept maps thought deep interview. We discuss several teaching strategies, point out optimizing strategy choose and find that concept map teaching is propitious to learning achievement as well as thought process and quality.In the third chapter, based on theoretic analyze, we choose experimental class and contrast to demonstrate the accelerating effect of concept map in practice. At the same time we find out students' change of idea means and quality when using concept maps thought deep interview. We discuss several teaching strategies, point out optimizing strategy choose and find that concept map teaching is propitious to learning achievement as well as thought process and quality.The forth chapter is about study conclusion and questions needing ponder.Thought participation is precondition of thought teaching and thought is brain's function. Only when learners actively think can meaning construction and problem-solving succeed. Students actively learn and think and change learning methods into individual quality.In this paper, thought teaching is that though subject teaching, thought practice inosculates in teaching process. Moreover, thought teaching, which takes doing concept maps as ligament, attaches importance to thought participation and process and otherness. Thought teaching, which exceeds traditional education, is a huge and important task and a teaching idea and method to realize students' development. We believe that through practice and research and based on deep understanding of though teaching, teachers can reform some limitation of knowledge teaching and accelerate students' development and make education more wisdom.