The Application Of Mind Mapping In High School History Classroom Teaching

In recent years,with the in-depth promotion of the new curriculum reform and the constant adjustment and change of high school history textbooks,the history classroom has become more and more demanding on the ability and accomplishment of front-line teachers.Teachers are facing increasing pressure to reform their classrooms.Under the traditional teaching mode,the teacher is the main body,and the teacher is used to "one speech in class".All knowledge will be systematically taught to students through their own preparation of lessons.The student also just passively studies,completely according to the teacher's induction main point,memorization,mechanical memory.To swallow a lot of knowledge without a deep understanding,let alone be able to skillfully use the knowledge of history to solve problems in real life.How to change the classroom into a student-centered and teacher-led model according to the requirements of the new curriculum reform? How to mobilize students' learning initiative and guide them to learn independently? How to enhance the students' memory ability and the ability to analyze and solve problems with the knowledge of history? All of this has become a much-needed teaching skill for education workers in the new era.Mind map,also known as "mind map",is a practical graphical thinking tool and model to express divergent thinking proposed by the famous British psychologist Tony Buzan in the 1970 s.Through years of teaching practice,the author finds that the structure,flexibility and divergence of mind mapping can meet the requirements of the past,timing,integrity,diversity and flexibility of high school history courses.In the history class,the use of mind mapping can effectively integrate the complex historical events together,which can not only clarify the historical sequence of sequence,but also construct the overall appearance of history in a panoramic way.The history of each stage,region and field is clearly displayed in front of students and engraved in their minds.This plays a key role in the basic learning,ability improvement and quality cultivation of historical subjects.By analyzing the research papers on mind mapping in education at home and abroad,the author finds that there are not many articles on high school history teaching,and they mainly focus on a certain course or a certain research journal.The application principles and specific application methods of mind mapping in high school history classroom teaching are the weak links of current research and also the problems that the author pays attention to and hopes to solve through this paper.Firstly,the concept,research theory and method of mind map are explained.Then,by analyzing the current situation of high school history teaching,the advantages and disadvantages of mind mapping are summarized.As to how to use mind mapping correctly,the author elaborates the application principle of mind mapping,the specific application of different course types and several problems that need to be paid attention to in the application of mind mapping through three chapters.In this paper,I made full use of my teaching and observed the classroom atmosphere,students' achievements and students' comprehensive knowledge attainment through literature review,comparative analysis and case analysis.Finally,the validity of the mind map is demonstrated by the students' scores in different aspects.This paper provides theoretical and practical basis for teachers to correctly use mind mapping in high school history teaching.