The Study Of Mind Maps Applied To Biological Teaching Of Senior Two Students Of High School

At present, the high school biology teaching still has many disadvantages,such as studengts’ passive learning,teacher centered teaching form, big classes,and to produce low teaching efficiency, cultivate the thinking ability of the students’is not very well, can not meet the required of new course reform concept. New curriculum reform advocate self-regulated learning, collaborative and inquiry learning, it lays stress on initiaives and consciousness. This would require the students change the idea of learning, make it a habit of proactive learning.In that case, the process of obtaining knowledge will become the course of learning how to learn and form the correct values. How to make biology classtoom teaching more accord with the requirement of new curriculum reform, make every student can get sufficient development, is an urgent need to solve by every teaching workers. Mind mapping is considered to be the most consistent with the brain thinking tool of thinking. Given these, explore the application of mind map in high school biology teaching practice has certain theoretical and practical significance.Mind maps was invented by an English educator named Tony Buzan.As a useful thinking tool, mind maps are concrete form of radioactive thinking, comprehensively use symbols,words,color, graphic and so on.The mind maps can adequately encourage potential power and creative power in your brain,realize the thinking process of visualization. As a simple and efficient thinking tool,mind maps have great application value in learning.Students can increase efficiency by using mind maps in preview, take notes, review and so on; teachers can use mind maps in preparing the lesson, managing knowledge, self-reflection after class.This paper first used theory research methods to discuss the related theory and creation method of mind maps, then sum up research status at home and abroad. Second,compare with control class, the writer made practice teaching by using mind maps in experimental class, using questionnaire survey, interviews and observation to known the understanding and application of mind maps to students, and relevant data was analysed by software of SPSS. Result and conclution as followed:Result:1.Questionnaire survey result that mind maps teaching can be recognized by most of students. It has a positive impact on taking notes, establishing knowledge system, upgrade self-study ability, training of interest in studying and so on.2.Interviews revealed that mind maps teaching has a positive effect on various types of lessons, and also influence other subjects and mental states of students’.3.Score statistics shows:experiment class has higher sum score than control class, the differences were significant in the whole class, mediocre students and poor students, but not significant in honor students. Besides, the score of experimental designing exam in the whole class was also significant higher than control class.Conclution1. Mind maps teaching can influence taking note habits, benefit knowledge structured and systematic, improve students self-study ability and interest in learning2. Mind maps teaching has positive effect on memorize courses, experiment courses and understanding curriculum.3.Mind maps can also apply to other subjects.4. Mind maps teaching can influence mentality of students.5. Mind maps teaching can significantly improve their grades.6.Mind maps teaching brings different effects to different levels of students, to honor students, the effects were not significant, but significant to mediocre students and poor students.7. Mind maps teaching can significantly improve capability of experimental design.