Application Of Mind Mapping In The Teaching Of Chapter 3 Of Chemistry 1

"Core Literacy" is the focus of the ninth curriculum reform in our country.The curriculum standard of chemistry in senior high school needs to pay attention to the teaching activities based on "literacy",and expounds in detail the core accomplishment of chemistry from five aspects.The reason why this idea is put forward is that "examination-oriented education" causes students to acquire knowledge only through mechanical memory rather than construction.Although the knowledge obtained through mechanical memory can meet the needs of the examination,However,it is difficult to give play to its value in practical application,so it is necessary for students to change their learning methods and their inherent thinking patterns.The mind map,first proposed by Tony Bozan,the "father of memory" in Britain,is a visual mode of thinking that transforms abstract thinking into concrete diagrams.Students build complex knowledge points into knowledge networks in the form of charts.Through this form,the attraction of chemistry to students is enhanced,their interest in study is cultivated,and the students' thinking ability is improved,so that the ability of innovation can be improved.This paper takes two parallel classes in the first grade of senior high school in an Anqing province demonstration high school as the teaching experiment object.The content of the research is the application of the mind map in the third chapter of the senior middle school teaching edition "Chemistry 1".According to the learning status of senior high school students and the characteristics of the subject,this paper introduces the mind map into the teaching of chemistry in senior high school,and probes into the influence of the mind map on chemistry teaching in senior high school,so as to improve the students' core accomplishment of chemistry.The research is divided into four chapters.The first chapter is the introduction part,which mainly introduces the research background,current situation,purpose and significance,ideas,methods and innovations of this paper.The subject of this study is determined by consulting the research materials related to the mind map.The second chapter is the theoretical basis,including the definition of the concept of the mind map and the theoretical basis of related learning,which provides the theoretical basis for the application of the mind map in the teaching of the third chapter of "Chemistry 1".The third chapter is the application part of the mind map in chemistry teaching of senior one.Through the form of interview,we can understand the students' actual learning status and the teachers' understanding degree of the mind map.The students of two classes were tested by questionnaire,the experimental class and the control class were determined according to the actual situation of the two classes,the process of teaching practice research was worked out,research is carried out from preparation,classroom teaching and review.After the end of the practical study,the experimental class after the questionnaire survey and the comparison of the teaching effects of the two classes;The fourth chapter is the research conclusion and reflection,through the data analysis of the questionnaire results,summarizes the research and analyzes the deficiencies in the research,and looks forward to the application of the thought map in chemistry teaching based on the research conclusion.Through the analysis of the questionnaire survey on the use of the mind map in the third chapter of "Chemistry 1",we find that,by comparison,the class which uses thought map to assist teaching is treating the learning attitude and interest of chemistry,habits and other aspects have improved a lot than before.