The Design And Study Of Mind Maps For Recap Lectures Of High School Chemistry Courses In Mongolian Language

With the implementation of the chemistry curriculum revolution,it is same crucial to improve the Mongolian teaching as other ordinary high school education.Bases on the "people-oriented" concept,open courses are inevitably becoming the choice of modern curriculum system.Mind mapping,as a powerful tool,presents a good way to inspire students? divergent thinking and improves their overall abilities.This thesis applied mind mapping to the recap lectures of high school chemistry courses taug ht in Mongolian,focusing on students speaking Mongolian,summarizing the tutorial content and opening students? mind at the same time.The mind mapping can motivate the students’ passion for learning,so as to meet the requirement of curriculum revolution as a new teaching model.This thesis used literature review and questionnaire to fully understand the current situation of students that are taught in Mongolian.The results showed that students are generally positive for learning chemistry,but presented high polarization.The main reason of this problem is that some students felt chemistry is scattered,hard to remember and difficult to summarize,which affected their interests in chemistry.Nevertheless,tanks to the unique role of mind mapping in teaching,it can be used in the recap lectures to help these students solve the difficulties in learning high school chemistry.For the design of mind maps,this thesis designed a set of mind maps and studied part of them in practical teaching.The mind maps we re made using Mind Manager X5 software,according to the contents in the third and fourth chapter of the PEP chemistry textbook(one)in Mongolian.These mind maps mixed the features of the divergent thinking with the distribution of the textbook,the content differentiation and uniqueness,and maximized their teaching value in the recap lectures.As a result,it improved the students’ divergent thinking,memorizing ability,summarizing ability and creativity.Finally,through the questionnaire,it showed that the mind maps greatly helped the students with chemistry learning in Mongolian.The students verified that mind mapping can improve their learning motivation,save learning time,consolidate knowledge easily,activate their thoughts and improve their creativity.In conclusion,using mind mapping as a teaching tool not only requires the participation of the students,but also requires the interaction from teachers.Furthermore,the value of mind mapping in Mongolian teaching requires further development and the combination of this theory and practice need to be optimized in future educational researches.