Research On Developing Students' Thinking Quality In The Teaching Of Biological Mind Mapping In Senior High School

Thinking quality is an important factor affecting learning ability.The curriculum reform based on core literacy has put students' thinking ability into an important position,and the high school stage is the key period of students' thinking development.Therefore,it is particularly important to cultivate students' thinking quality in high school teaching.Based on the characteristics of mind mapping,which can optimize the cognitive structure and improve the quality of thinking,this paper carries out an experimental study on the cultivation of students' thinking quality in senior high school biology mind mapping teaching.Through literature research method,a large number of documents were collected,and the overview of "mind map" and "thinking quality" were sorted out,as well as the research status at home and abroad,especially the research on "mind map" and "thinking quality" in the field of education was summarized.The research was conducted in Lingshi No.1 of the internship school by means of questionnaires,interviews and experimental research.In the experimental preparation stage,the biology teachers in Lingshi No.1 Middle School were interviewed to understand the current situation of biology mind mapping teaching in this school.Two parallel classes in Grade One were selected as experimental classes and control classes respectively.In the pre-test,questionnaires on thinking quality were distributed to the experimental classes and control classes,and the Biology scores of the students' first thorough examination after entering school were collected.In the experimental implementation stage,mind mapping is used in the experimental class.Interview the students in the experimental class to find problems in mind mapping teaching and adjust the teaching in time.The control class is given routine teaching.In the post-test,questionnaires on thinking quality were sent out again to the experimental and control classes to collect the students' final examination results,interview the experimental class students,and understand the impact of mind mapping teaching on students.After the experiment,the interviews and questionnaires were sorted out,and SPSS22.0 software was used to analyze the data and drawn the conclusions.This study draws the following conclusions:(1)Mind mapping teaching can improve students' interest in learning;(2)Mind mapping teaching can improve students' academic performance;(3)Mind mapping teaching can help improve students' thinking quality.The total scores and dimension scores of the post-test of thinking quality of the students in the experimental class are higher than those of the students in the control class,there are significant differences in the profundity and flexibility of thinking between the experimental class and the control class,but not in the critical and original aspects of thinking,this may be related to the difficulty and long period of cultivating criticality and originality.(4)Teaching strategies of mind mapping to improve students' thinking quality:1)Pay close attention to concepts to cultivate students' thinking profundity;2)Connect transfer to cultivate students' thinking flexibility;3)Exchange queries to cultivate students' critical thinking;4)Associative creation to cultivate students' thinking originality.In view of the problems in the study,the following suggestions are put forward:(1)Schools should actively carry out the training of teachers' mind mapping teaching;(2)Multi-disciplinary mind mapping teaching should be parallel;(3)Mind mapping teaching should be diversified in different classes;(4)Insist on using mind mapping and avoid rushing to achieve results.