The Teaching Practice Research About Mind Mapping Used In High School Chemistry Optional Course 5 (The Organic Chemistry Base)

Organic chemistry is an important part of senior high school chemistry curriculum, and senior high school all over china are widely setting up chemistry optional course 5 The Basic Organic Chemistry. Most of the students believe that the number of the organic matter in chemistry is huge, and the composition, structure, property and change of organic matter are scattered and complicated, which call for students spending a lot of time on remembering the related knowledge. Although the chemistry knowledge is micro and abstract, when viewed the structure as a whole the consistency and regularity of knowledge is strong, and it’s easy to sort out and memory. Teachers should help students to constitute these fragmentary knowledge points into knowledgeable network system, thus helping students to find their learning methods of organic chemistry. This will effectively reduce difficulties in learning organic chemistry, so as to gradually help students to build confidence as well as psychologically take a fancy on this subject.Based on the organic chemistry teaching situation in senior high school, the author chose The Teaching Practice Research about Mind Mapping Used in High School Chemistry Optional Course 5 (The Organic Chemistry Base) as the subject, with the expectation of optimizing the teaching mode of organic chemistry and improving the learning methods of organic chemistry as well as improving learning enthusiasm and thinking ability, thus increasing the learning efficiency. The author also hopes to provide a reference for those teachers at the first teaching line when using mind mapping.Based on widely consulting and analyzing the domestic and foreign research about mind mapping applied in teaching, this paper expounds the purpose and significance as well as the main contents and methods of this study. The author gave a definition of mind map, and took the brain science theory, the schema learning theory as well as the information processing theory as theoretical basises of this study.In order to better apply mind mapping as a teaching tool in organic chemistry teaching, and to find suitable strategies for the sake of making full preparation for later research, the author firstly chose 72 students from Class 1, Grade 2 in Xiangyang No.l Middle School, Hubei Province, and carried out the survey questionnaire, collecting and analyzing the data. Afterwards, based on the features of organic chemistry, the author taught the students how to draw the mind map by hand or with the help of computer software. The author proposed the teaching strategy of applying mind map in new courses and review courses as well as the general strategy of mind map drawing in chemistry teaching, i.e., finding the core and thinking from different perspectives, comprehending the relationship and forming a network, expanding the knowledge and making continuous improvement, making it clearly hierarchical and easy to remember.Based on above-mentioned theories, the author selected "Basic Organic Chemistry" (PEP edition 2004) and applied mind map in new courses and review courses in Class 1, Grade 2 in Xiangyang No.1 Middle School from September to December 2015.After the practice, the author makes an interview with the teacher and some students, and a questionnaire survey was conducted on the students, from the influence of guide figure on the thinking mode of students before the students of thinking of understanding and thinking guide figure for the student to study the interest, thinking learning, students’ drawing thinking guide map and their data collected on the mind map migration. And through three different chemical knowledge of the contents of the problems of setting up, by allowing students to draw their thinking, from the completion of their analysis of their mastery of mindmap, understand the students to thinking guide map application migration ability. Taking 72 students from Class 1, Grade 2 in Xiangyang No.1 Middle School as the research object, the experiment was carried out to collect and analyze the data.Practical research results show that:Mind mapping can help teachers to optimize the teaching of each link; Mind map can help students to grasp the overall knowledge of organic chemistry; Mind mapping can improve students’ learning interest and thinking ability; Mind mapping can improve students’ autonomous learning ability and migration ability. That is to say, we have a certain effect on the training of the mind map of the students, and the teaching strategy of the mind map is effective.But due to the level of the research object and research time is limited, the research in the future to further improve and develop.