Application Of Mind Map In Cultivating The Core Literacy Of Chemistry In Senior High School

In 2018,the Ministry of Education officially issued the "Ordinary High School Chemistry Curriculum Standards(2017 Edition)"(hereinafter referred to as the new curriculum standard).The new curriculum standard puts forward the basic concept of the high school chemistry curriculum which has the main purpose of the development of the core literacy of the chemistry discipline.And it pays attention to the development of "literacy-based" teaching.In recent years,as a tool to promote the development of thinking,the application of mind maps in the teaching of various subjects has achieved some results,and more and more junior high schools and even elementary schools have begun to promote the use of mind maps.Therefore,this study decided to apply the mind maps in high school chemistry teaching to carry out practical research and explore the use of mind maps to cultivate the teaching effect of "macro-identification and micro-exploration" literacy.The study provide a little inspiration in carrying out "literacy-based" teaching for first-line chemistry teachers.Firstly,the control classes and experimental classes were determined by analyzing the chemistry scores of the mid-term examinations of all the science classes in Wuhai No.1 Middle School.And I designed the questionnaire to understand the use of mind maps of the two classes.At the same time,the organic compounds in the compulsory course were selected as the teaching case for the practical problems in teaching.And the teaching content was analysed and constructed the teaching unit of five typical organic compounds based on "macro-identification and micro-analysis" literacy.Secondly,I read and combied the relevant literatures using the literatureresearch method,and analysed the advantages and values of appling mind maps to cultivating students' "macro-identification and micro-analysis" literacy.I put forward the application strategy of mind map and the training suggestion of "macro-identification and micro-analysis" literacy,and constructed a teaching model that applies the mind map to cultivate the "macro-identification and micro-analysis" literacy.Finally,according to the proposed teaching strategy and teaching mode,I completed teaching design and practiced in the experimental class,The control class adopted regular teaching for the same teaching content.After practicing,I used two investigation methods of unit test and interview to evaluate and reflect the teaching effect.Explanation of the survey results that application of mind maps in teaching in light of the organic compounds of compulsory courses.It can not only improve the effectiveness of teaching and cultivate students' "macro-identification and micro-exploration" literacy,but also can help students improve their interest in learning organic chemistry,and change the habits and ways of studying chemistry.The research shows that the mind map has certain advantages for cultivating the students' "macro-identification and micro-analysis" literacy.The mind map can be combined with the "macro-identification and micro-exploration" literacy in the teaching,and it obtains better teaching effect.