Promote The Study Of The Construction Of Chemical Mind Maps For Junior High School Students

The purpose of modern education is to improve the intellectual level of the educates.In 1970 s Tony Buzan,a British researcher,proposed a natural divergent thinking tool called Mind Map that used a tree branch extension structure to simulate human brain structure.The emergence of this learning tool,enabled researchers to intuitively show the characteristics of the drawing thinking.The purpose of this research is to study in the junior middle school students in chemistry,to use the mind map as a tool to establish the relationship and hierarchies of high-school chemistry knowledge.Teachers analyze the mind maps of students to identify the characteristics of thinking of students,in order to take effective intervention measures to help the student physical interaction between knowledge points clear,development of abstract logical thinking,so as to promote the construction of students' chemistry mind map,enhance students' learning efficiency.In this study,we can analyze the characteristics of students' chemistry thinking and the thinking map can promote students' chemistry learning from two aspects.Based on the existing knowledge of students,ausubel's three levels of meaningful learning,namely,representational learning,concept learning,propositional learning,and metacognition monitoring are established.After students drawing mind maps,teachers use the analysis tools of rational deconstruction of mind map and semi-structured interviews as analysis methodology.The results show that chemistry learning of junior middle school students' thinking is like concrete,image thinking,logical thinking and abstract development is not mature.The original cognitive structure is not stable enough to build a solid connection between old and new knowledge while ability metacognition is weak.According to the characteristics teacher can adopt different intervention strategies.For example,teachers can have individual interview and tutorial with student helping them to bring new knowledge into the original cognitive structure;during classes,teacher can collectively help students organize both old and new knowledge and sort out the knowledge hierarchies,establishing a new ‘material' and ‘non-human' relationship.Students should also be suggested to self-reflect on their mind map and to modify or reconstruct the mind map of clear learning content.The analysis of modification,reconstruction of the mind map and knowledge test related exercises scoring rate can contribute to better intervention strategies.These measures are prove to be capable of effectively helping student construct and improve their cognitive structure,promoting the development of abstract logical thinking and mind map,and eventually enhance the overall.