Practical Research On Mind Mapping In Chemistry Teaching In Senior High School

The curriculum standard of chemistry in senior high school(2017 edition)emphasizes that students should pay attention to the construction of chemistry knowledge,strengthening students' ability to master and apply the knowledge of chemistry core conceptual theory and so on,developing students' chemistry key competencies and cultivate subject talents to meet the needs of social development.Therefore,it is the primary task of chemistry teaching to change students' learning methods and promote them to develop good habits of chemical thinking.Mind mapping,as a tool to transform vision into thinking,can present scattered chemical knowledge on a knowledge network map,so that students can clearly understand the internal relationship of knowledge points.Teaching based on mind mapping can promote students' cognitive learning at a high level,improve their learning efficiency,improve learning interest and improve the effect of teaching.The research adopted the method of literature review to analyze and study the teaching situation of mind mapping at home and abroad,and elaborated the meaning and drawing method of mind mapping,a visualized learning tool.Based on the theories of human brain and learning,knowledge visualization,and multiple intelligence,this paper adopted the method of questionnaire investigation and interview to study the current situation of chemical mind mapping teaching in senior high school,including students' academic performance,learning interest and attitude,as well as teachers' teaching situation,The survey results show that the main reasons for the unsatisfactory teaching effect and low learning efficiency of teachers and students are the unidirectional teaching activities,low learning interest of students and teachers' Understanding of Mind Mapping.Based on the above findings,this study selected the chemical core module--knowledge of elements and compounds as the teaching content.The research is led by mind mapping,combined with chemical expertise and basic knowledge of chemistry for instructional design.The whole teaching design highlights the core of chemistry,analyzes the structure of high school chemistry curriculum,and infiltrates the mind mapping into the teaching process before,during and after class,and evaluates the scale of mind mapping drawn by students.Try to optimize the teaching effect of teachers,the learning efficiency of students and the teaching process of "teaching,learning and evaluation".Futhermore,according to the design of teaching process,this study also provided some teaching cases represented by metal,nonmetal and organic compounds.The results show that the application of mind mapping in high school chemistry teaching practice can:(1)Stimulate students' interest in learning chemistry;(2)Improve students' autonomy;(3)Promote students' ability to transfer and apply chemical knowledge;(4)Improve students' academic performance;(5)Promote teachers' professional growth.