| In the context of the new curriculum reform,the curriculum standard of Geography in senior high school explicitly points out the importance of updating teaching concepts and transforming students' learning ways.Mind mapping can indicate knowledge by using such forms as words,lines,colors,and pictures;applying it to Geography teaching not only improves students' interests and stimulates students' thinking potential,but also builds teachers' knowledge structure of Geography and enhances teachers' teaching skills.Therefore,it is necessary for Geography teachers to try out new teaching methods,to instruct students to draw Mind Mappings,and to create relaxing and active classroom environment.Through reference of a large majority of related researches,the writer finds out that:researches about employing Mind Mapping in class has been involved in various subjects;and researches of applying it to Geography are mainly on theories and conclusions of experiences,That is,emphasis on qualitative description,the lack of quantitative analysis.Based on the theories of pedagogy and psychology,this paper investigates the geography learning situation of geography teachers and the use of geography teacher's mind map in Xi'an,and tries to design the case of geography teaching,Also,to analyze the effectiveness of applying Mind Mapping into Geography learning in senior high school,this paper designs teaching plans of Geography with Mind Mapping,and utilizes method of S-T analysis,questionnaire of effects of using Mind Mappings,and experimental group's Geography achievement.This paper draws the following conclusions:1.The results of questionnaire among students and interview with Geography teacher shows that there are still problems on senior high school students and teachers in Geography teaching and learning.Of which Students' problems were as follows:(1)15.27%of them in an ordinary senior high school in Xi'an held the attitude that the intention of learning was for examination;(2)51.91%students took notes in linear ways on learning ways of Geography;(3)The difficulty they had encountered during Geography learning was that Geographical knowledge was trivial to memorize,information was extracted inaccurately when reading materials,and students'knowledge structure was incomplete.The following were problems of teachers:(1)Teachers' blackboard-writing was single,and mainly as form of outlines;(2)The classroom atmosphere was not active for it's mainly taught by the teacher or learned by students independently;(3)Teachers paid few attentions to the products of teaching and research.2.Based on the above problems,the writer designed the geography teaching cases and analyzed teaching mode of control group and the experiment group by using S-T analysis method.The results show that the use of Mind Mapping in the process of geography classroom teaching can give full play to student's initiative and reflect the student's subjective position.3.Through the results of post-experimental questionnaire and students' Geography achievement,the positive effects of Mind Mapping were that:(1)Students' interest in Geography was stimulated;(2)Students'thinking habits were strengthened;(3)Students' Geographical achievement was improved.4.Using Mind Mapping in Geography teaching needs to:(1)Pay attention to the differences between students and the choosing of teaching contents;(2)Encourage students to communicate cooperatively;(3)Give timely feedback by teachers.The innovation of this research lies in:it designed two teaching cases in Geography with Mind Mapping,and analyzed the effectiveness of Geography teaching with Mind Mappings quantitatively and qualitatively by means of S-T analysis method,questionnaire,students' Geography achievement,and teaching models. |
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