The Effect Of Concept Map Teaching Strategy On Senior High School Students’ Critical Thinking

"Biology Course Standard(experimental) for Chinese Senior High School" is committed to cultivating students’ critical thinking as important curriculum goals. And propose that "To develop a spirit and attitude which is full of doubt, truth-seeking, innovative and practice bravely." But the school does not offer specialized training in critical thinking courses, thus it need to be combined with classroom instruction for culturing. It is informed that "Conception maps of biology is the basic components of biology course" in "Biology Course Standard for Compulsory Education". And also indicate the importance of Conception maps of biology teaching. When students draw and understand Conception maps, they should deliberate and ruminate.During the research of this article, we read a lot of literature to collect and collate the relevant basic theory and research current situation of "Conception maps", "Critical Thinking", and then adopt literature, experiment, investigation, interview four methods to study. During the experiment, we select classes 325 and 329 of Yuanqu school in Yuncheng City, respectively, as experimental class and the contrastive class. The contrastive class is with traditional teaching, but experimental class is for Conception maps teaching;Then, we adopt "California Critical Thinking Disposition Inventory", "California Critical Thinking Skills Inventory" to test in turn; Finally,we can evaluate and analyze from the student’s Conception maps works, changes in critical thinking, and the relationship between drawing of Conception maps and changes of critical thinking.By test and analysis, we have the following conclusions:(1) After students use Conception maps teaching, the ability of using skills and drawing of Conception maps is advanced.(2) The mutual relationship between the drawing levels and the critical thinking, is just a correlation.(3) The implementation of Conception maps teaching make students’ critical thinking greatly improved.1)The disposition of critical thinking has significantly improved.2)Critical thinking skills have improved significantly(4) The drawing level of Conception maps is different, nor the change of the dimensions of critical thinking.1) For the disposition of critical thinking, drawing level of Conception maps is different,open-mindedness, curiosity and analytical skills of the disposition of critical thinking have improved significantly likewise.2) In terms of critical thinking skills, the drawing level of Conception maps is different, there are significant changes in both analysis and evaluation of critical thinking skills.(5) After the implementation of the Conception maps teaching, it is able to mobilize the enthusiasm of students, improve students’ academic achievement.