| The history of learning plays an important role in the formation and growth of junior middle school students.Historical review is the main stage for consolidating the memory of knowledge and enhancing the ability to think.It needs greater attention.Mind map,as a method of concretizing abstract thinking can highlight the advanced features of educational technology and help learners remember.The introduction of mind map in historical review can increase the interest of historical learning and improve the review results.In the early part,the study investigates and analyzes the current situation of the history review teaching in Grade One of junior middle school and finds the following problems: 1.In the historical review process,students lack initiative and interest in learning;2.Students' memory of fragmented historical knowledge cannot form a complete knowledge system,resulting in the memory of knowledge points is not profound and easy to forget;3.Influenced by long-term indoctrination teaching,the divergent association ability of students' history knowledge needs to be improved,and the way of thinking is also inflexible.This study designs application strategies for the use of mind mapping aided first-year historical review,by combining the learning features of students in Grade One,focusing on the requirements of teaching objectives and the characteristics of teaching contents in the history disciplines,analyzing the feasibility of using Mind mapping to assist in the historical review,following relevant guiding ideology and principles,to solve the problems in the historical review teaching mentioned above.Specific strategies include memory strategies to learn historical concepts,grooming strategies to learn historical events,matching strategies to analyze historical images,development strategies to study historical facts,and different learning strategies correspond to corresponding mind map types.Among them: the memory strategies emphasize the understanding of concepts' keywords;the grooming strategies are to sort out the sequence of events including reasons,processes,results,and so on;matching strategies are used to analyze historical pictures and focus on the matching of the elements described in the picture with historical knowledge;the development strategies focus on the relocation of events and emphasize students' complete and flexible grasp of events.In the later stage of the study,the strategies are verified in practice,and the results are collected and analyzed through questionnaires,interviews,performance tests,and work evaluations.During this process,due to limited class time,teachers and students communicate through the QQ platform and exchange mind map learning experiences.The mind mapping APP is also used to help students draw mind maps and make full use of learning resources.The practice of strategies finally reaches the following conclusions: The application strategies of Mind Map to assist history review in Grade One of junior middle school can firstly improve students' initiative in learning and stimulate students' interest in history learning;then promote the systematic construction and understanding of students' historical knowledge,especially historical pictures and historical facts;finally enhance students' associative thinking,and they are more flexible and more comprehensive in their thinking.At the end of the research,the issues and deficiencies exposed in the process are summarized and enumerated,and future research directions are proposed. |
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