Empirical Research On The Use Of Mind Maps To Improve The Review Of The Biological Effects Of High School

In the process of the College Entrance Examination review, Students are easily confused with the internal relations between knowledge points.With the knowledge increase of review; With the development of knowledge, students understand more difficult, leading to the students in the review process to produce a negative emotional experience. This accumulation of negative emotional experience, make students feel the pressure of learning, boring, and ultimately lose their interest in learning and learning. Teach a man how to fish rather than give him a fish, so that students grasp the application of the review method is more important than the knowledge of the review.In view of this, this study intends to use mind mapping as a means to establish a kind of college entrance examination strategy which can stimulate students' learning interest, improve students' innovative ability, and help students get excellent results in the college entrance examination.Mind map is a radioactive Tony Bazin proposed visual thinking,which uses lines,graphics, text and other forms of knowledge are summarized, is similar to the finishing process with the brain's way of thinking, which can reflect the internal relations between knowledge and training of divergent thinking.In western countries,mind map has been widely used in teaching, and the effectiveness of mind map in our country is still in a practical test.Based on our thinking guide research and application status of chart analysis,under the guidance of the relevant theory, I chose Nanchang University Affiliated Middle School(1) class, Middle School(2) Class as the research objects, combined with teaching practice of mind mapping to improve effectiveness an empirical study of the effect of high biological review.At the experimental biology class recitation, we introduced mind map contents, characteristics and production methods to students,and guided students to use mind map independent review. The results show that in high school biology review process, combined with the mind map, can effectively stimulate students interest in learning, improve student learning and develop students' creative thinking.