The Application Of Mind Map In The Teaching Of History In Senior High School

Although the discipline of history in the development of new curriculum reform, but most students still face difficulties rejection history class, referring to history, history teacher mentioned, always miserable. History Class has been in "spoon-feeding" teaching students to accept it the teacher has said, there is no own thinking. Creative thinking, cultivate divergent thinking ability not fully reflect the future teachers of focus when the students finished the review, always stay in the memory of the mechanical level, not on knowledge summarized, lead to learning the history of the enthusiasm of the whole no mention up and historical achievement. Mind Map With intuitive and visual expression of the knowledge structure, to stimulate students' association and creativity to guide students to the knowledge to establish a scientific system to enhance the atmosphere of classroom teaching, so that students are fully integrated into the classroom to inspire students to learn the history of enthusiasm, enhance teacher authority in the minds of students. Before I begin this study, the use of literature research, through the collection, find and read a lot of literature, research mind mapping is appropriate to apply them to teaching high school history, and the application of mind maps whether students will have a positive cognitive structure influence, how to apply it to teaching high school history to make a detailed study. Through questionnaires, the students learn to recognize mind maps and historical points of interest and other content subject, the present study provides the necessary precondition. Followed by specific examples of classroom teaching to justify the use of Mind Maps in high school history class in history to be able to effectively improve student achievement, enhance their interest in learning. Historic achievement for students to use mind maps before and after, respectively, before and after comparison of the effect of teachers teaching the Mind Map to analyze and summarize.This paper is divided into five parts:The part. This study describes the research background, significance, analyzes the current situation and summarize the subject of research, and research on theoretical basis of this subject by reading a lot of literature.The second part of the use of Mind Mapping Interpretation history curriculum standards, curriculum standards of interpretation of the meaning, as well as the mind map and associates a school history high curriculum standards, and curriculum standards and content standards associated with the history textbook association of culture and curriculum standards association between.The third part of the use of mind mapping to high school history teachers teach and students learn to bring change.Part IV effectiveness and impact of mind mappingPart V Conclusion...