The Practice Of Using Mind Map To Optimize The Biological Review Of College Entrance Examination

In the process of biology revision in senior high school, it is very essential tosummarize and conclude the knowledge points systematically. However, the majority ofthe teachers still use the traditional approach in revision which results in the bad situationwhere students are always passive in learning. As a consequence, students feel difficulty inunderstanding and mastering the knowledge due to the lack of an effective approach. Theyfind that biology revision is a hard nut to crack, and they lost confidence and interestgradually.As is known to all, learning strategy is much more important than knowledge itself.Mind Map is considered universally as an ideal thinking tool in recent years which enablespeople to arrange and machining the information in an integrated multi-way thatcontributes to active thinking and effective learning. This research emphasize on theapplication of Mind Map to biology revision in senior high school with the intention ofseeking for an effective teaching strategy to arousing students’ interest, improvingstudent’s creative thinking level as well as their learning achievement.In order to test whether the application of Mind Map to biology revision is effective ornot, I made an experiment of which the subjects were two classes that were taught bymy-self. After three-month related teaching practice, through the scientifical analysis ofstatistics of the pre-test and post-test scores, the evident improvement in students’ interest,the level of students’ creative thinking and learning achievement can be seen compared tothe control class. What’s more, through the talks with some students in the experimentalclass, it can be found that Mind Map is of great help to students’ learning as it can arousestudents’ interest, improve their learning efficiency as well as promote their learningachievement. Meanwhile, it is beneficial to cultivating their divergent thinking and creativethinking.