The Application Of Mind Map In The Teaching Of Physics And Mechanics In Junior Middle School

Mechanics is one of the scientific contents of Junior High School Physics Curriculum Standards(2011)It is an important part of the first-level theme"Motion and Interaction".The textbooks of junior middle school physics in PEP are divided into 22 chapters,and the content of mechanics for one-third of them.In the recent high school entrance examinations,the proportion of examinations for mechanics is around 35%,and it is growing.so the position of mechanics in junior high school physics is very important.Because the concept,principle and law of mechanics knowledge mainly come from life and social practice,the content is more abstract,not intuitive,the concept logic is strong,and many physical basic concepts conflict with the pre-concept of students,leading students to follow the learning mechanics.With the increase of content,some students will not be able to remember the basic knowledge,and they will not be able to understand the potential links between knowledge and even confuse the concept.Some students will understand the lessons in class,read the books and understand them.Case.Therefore,how to solve the current situation of the mechanics knowledge "teachers are difficult to teach,students learn hard" has become a major problem for junior high school physics teachers.As a revolutionary visual thinking tool----mind map,which is a combination of text and images,The core idea is to make the left brain and the right brain work together by combining abstract thinking with image thinking organically,so the author believes that the emergence of mind maps provides a new perspective and technical support for solving the current situation of"teaching difficulties and learning difficulties".This article is devoted to the use of mind mapping in the teaching of physical mechanics in junior high school and cultivates students' habits of using mind maps to solve problems that students can not remember the basic knowledge and can not understand the potential relationship between various knowledge,or even confuse concepts.By studying the present situation of the research of mind map in the field of education both here and abroad,and the corresponding educational theory,the author understands the basic principles,methods and specific process of the application of the thinking map in the teaching.Based on this,the author takes the eight grade students of a middle school in TaoNan as the study of the research object He formulates a "three-step alignment" teaching model,that is:before the class,guide the students to draw the pre-study mind map according to the outline of the problem;in the class,guide the students to supplement the mind map according to the explanations of the teachers and classmates;after class,lead the students to improve the mind map according to the knowledge structure,and draw the corresponding phenomena and applications in life on the mind map.Each section has a partial map,and each chapter has a general map.Let students experience and observe the context of knowledge in the process of drawing mind maps,and even discover the connections between the various knowledge that they have never noticed and realized,actively correct or perfect their own knowledge systems,and adjust the position of previous knowledge in the knowledge system.Fill in the missing information in order to continuously improve its cognitive structure,thus generating innovative understanding and achieving innovative learning objectives.In this way,the students in class have clear goals and can think more positively and deepen their understanding of mechanics.At the same time,we should make a positive evaluation of the mind map drawn by the students,so that the students can get a sense of achievement and stimulate their interest in learning.It provides a feasible method to solve the "teaching and learning difficulties" of mechanics.