| The mechanical knowledge of senior one is the cornerstone of the whole physics of senior high school.However,because of the strong theoretical nature of mechanical knowledge,the high abstraction of many concepts and laws,the close logical relationship between mechanical knowledge,and the complexity and changeability,the freshmen who just enter senior high school generally feel that it is difficult to learn physics.As a graphic tool of divergent thinking and knowledge representation,mind map advocates to express abstract ideas and thinking process with intuitive and vivid graphics,so as to visualize abstract knowledge and complex and changeable thinking process.Therefore,we think that the effective application of mind map in the teaching activities of mechanics in the first year of senior high school can help students establish the connection between the new and old knowledge,form the systematization of knowledge,break through the thinking barrier of "students think physics is difficult to learn" to a certain extent,and improve the effect of physics classroom teaching.So,we focused on "how to effectively apply mind mapping to improve the teaching effect in the mechanics teaching of senior one?" In order to solve these problems,a series of in-depth researches were carried out by means of literature research,practical research,questionnaire survey,interview and observation.First of all,by consulting and analyzing the literature related to mind map,we have learned the knowledge and theory related to mind map,made clear the application of mind map in subject teaching and the research trend at home and abroad,and laid the theoretical foundation for this research.Next,on the basis of literature research,combined with teaching practice and other people's research results,we have put forward five strategies for the application of mind map in high school physics teaching,namely:(1)applying the strategy of mind map in students' notes;(2)applying the strategy of mind map in Teaching design;(3)applying the strategy of mind map in classroom teaching;(4)applying the strategy of mind map in review after class;(5)applying the strategy of mind map in teaching evaluation.Then,we have carried out a series of teaching practice and subject experiment research,on this basis,through five typical high school mechanics teaching cases,the application strategy of mind map in high school mechanics teaching is deeply analyzed and demonstrated.In addition,through interviews and questionnaires,we analyzed the change of students' learning attitude towards high school physics before and after the experiment,as well as the learning mode of mind map to improve students' learning interest and thinking ability,and fed back and summarized the application effect of mind map in high school mechanics teaching.Through the research,we have gotten the following conclusions:(1)The application of mind map in high school physics teaching is conducive to the training of students' thinking ability;(2)The application of mind map in high school physics teaching is conducive to the construction of students' knowledge network,thus forming a complete high school physics knowledge system;(3)The application of mind map in physics teaching of senior high school is conducive to improving students' interest in learning and making students obtain a sense of achievement in learning;(4)The application of mind map in senior high school physics teaching is beneficial to improve students' physical learning performance;(5)In high school physics teaching,the application of mind map strengthens the relationship between teachers and students,improves the efficiency of classroom teaching,and optimizes the effect of "teaching and learning" in high school physics classroom.For various reasons,there are still some problems in our research,which need to be further improved and studied.We hope our exploration and research can contribute to the high school physics teaching and improve the effect of physics teaching. |
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