Practice Of Mind Map In High School Biology Teaching

Since entering twenty-first Century,the mind map as an important method of teaching,has led the revolution of human thinking,at the forefront of the field of teaching,more and more country accepted and applied to teaching.I combined with the actual situation of high school biology classroom teaching in Hubei province Wuhan City nineteenth middle school,based on the theory and cognitive neuroscience found according to the relevant theories of education theory,the mind map into the penetration into the high school biology teaching,which can closely together to form a knowledge network effectively,to make the students through the mind map can to consolidate the original knowledge,learning and memory,promote the level of continuous improvement of biology teaching.Based on the above consideration,according to the syllabus and the actual teaching,hoping to provide the biology teaching in the application of mind map teaching strategy in high school biology teachers,improve the effectiveness of biology teaching.This paper is divided into five parts:Part I:introduction.A brief description of the background,content,significance of the research,analyzed the reason of problems,expounds the basic research ideas,the mind map is discussed in the concept,with reference to relevant literature analysis of the mind map in the domestic and foreign research and development status,and to construct the theory of brain scientific learning theory,there are four double encoding theory,learning theory of meaningful learning theory as the foundation of teaching,to further determine the mind map of the psychology and education theory.The second part:the design and implementation of the teaching case of biological mind map teaching in senior high school.This study selected the research object,determine the time and methods of research,to adjust the curriculum protein and nervous system as an example,the study object of class lecture thinkmap,teachers through the explanation in the case of the biological content into the high school biology teaching.The third part:the effect of mind map in the teaching of biology in senior high school.After the teaching through the selection of teachers and students as the test object,through questionnaire survey,students face to face interviews,biological interest test,test scores and other forms of evaluation,the effective analysis of experimental results.The fourth part:analysis and discussion.In this experiment the results of the survey are discussed,the mind map to improve the students' interest in biology learning,strengthen students' thinking ability,reinforcement learning self-confidence is of great significance,and illustrates the problems in the process of investigation is lack of time,a single object,to be corrected in future research.The fifth part:conclusion and prospect.The mind map can be linked to the original knowledge and new knowledge,the consolidation of the knowledge of impression,and promote the new knowledge of the future,but also in practice of continuous exploration,constantly improve their teaching methods,to improve teaching environment,to make more outstanding contributions to the talent talent shows itself.The construction of the country.