Design And Practice Of Chemistry Teaching In Junior Middle School Based On Thinking Maps

The development of knowledge visualization technology has promoted the transformation of education and teaching methods,leading students to gradually move from the tedious world of words into the visual age of both pictures and texts.As a teaching tool for knowledge visualization,the thinking maps has the characteristics of uniqueness,flexibility,applicability,comprehensiveness and reflection.It has eight basic forms with diverse forms and different functions,providing sufficient conditions for learners to construct knowledge by expressing thinking with graphics.Reasonable use of thinking maps can help students sort out their thoughts,summarize and organize knowledge,reduce cognitive difficulty and memory burden,exercise students' ability to summarize,improve students' ability to analyze and solve problems comprehensively,and cultivate modern talents with comprehensive development.Based on the function of thinking maps and the characteristics of junior middle school chemistry,the specific application of each sub-map of thinking maps in optimizing junior middle school chemistry teaching is proposed,the design and practice of junior middle school chemistry teaching case based on thinking maps is carried out,and the effect of teaching practice is tested.1.Using the literature research method to define the concept of the thinking maps,combing the research progress of the thinking maps,found that the domestic chemistry teaching research on the thinking maps is mainly concentrate in the high school stage,only two fragmented junior middle school chemistry teaching design,lack of system teaching research.Mastering the rational application of thinking maps and improving learning effects cannot be achieved only through fragmented instructional design.It is necessary to combine the functional characteristics of thinking maps with the characteristics of junior middle school chemistry disciplines,implement classroom teaching,and complete the drawing of thinking maps by teachers and students to improve the effect of chemistry learning.2.The questionnaire survey is used to discuss the current status and feasibility of the application of thinking maps in junior middle schools chemistry teaching.The survey data show that 96.67% of teachers do not understand the thinking maps,and 56.67% of teachers use pure text for teaching design.It is conducive to students to master the horizontal relationship between knowledge.At the same time,teachersaffirm that the application of thinking maps in junior middle school chemistry teaching has the advantages of enhancing visual effects,facilitating combing and constructing knowledge,and facilitating students' understanding of memory;there is 24.10% students do not like chemistry learning,and think that the main reasons that affect the improvement of chemistry achievements are that knowledge points are easy to forget,knowledge is easy to remember and confuse,and knowledge cannot be remembered,and 72.83% of students like to summarize and organize knowledge with the help of graphics.Based on the analysis of the above survey results,the application of thinking maps to junior middle school chemistry learning has certain feasibility and necessity.3.Combining the characteristics of junior middle school chemistry experiments,scattered knowledge points,relatively abstract disciplines,and the learning characteristics of junior middle school students with unstable attention and conscious memory,the applicability and feasibility of thinking maps for junior middle school chemistry teaching are further analyzed.At the same time,combined with the type,function and characteristics of the chemistry content of the junior middle school,the specific application of each sub-map of the imaginary map in optimizing the teaching of junior middle school chemistry is proposed.Taking "Research on the Preparation of Carbon Dioxide" in the chemistry experiment class,"Carbon Monoxide" in the elements and their compounds,and "Formation of Solution" in the chemistry concept and principle class as examples the cases are designed.4.Selecting two parallel classes as the experimental class and control class to carry out teaching practice,analyzing the after-class performance of the students in the two classes,the results of the questionnaire of the students in the experimental class,the results of the interviews with the teachers and the end of the two classes with the students of the two classes examination results,test the application effect of the thinking maps in junior middle school chemistry teaching.Through classroom observation,understand the chemistry learning attitude of the students in the experimental class and the control class.The observation shows that the students of the experimental class are significantly more active in participating in classroom activities than the control class.The frequency of summarizing knowledge is higher and the learning attitude is better;to understand the effect of using the thinking maps of the experimental class students,the survey data shows that: 68% of the students think that using the thinking maps can help students summarize and organize knowledge,realize the integration of old and newknowledge,and help the construction of the chemical knowledge system,71% students are sure that the thinking maps can improve the efficiency of solving problems,and 79% of the students think that the thinking maps can help increase the interest in chemistry learning and enhance classroom attention and participation;through the chemistry test scores of the students in the two classes before and after the experiment,understand the knowledge of the students in the two classes.The test data shows that: the thinking maps help students improve their academic performance.After the teaching practice,the average chemistry scores of the experimental class students are 2.80291 points higher than the control class,and the standard deviation is smaller 1.42804.Although p=0.165>0.05 in the independent sample t test,there is no significant difference in the chemistry scores of the two classes.It may be because the teaching effect is not obvious due to the short practice time,but from the analysis of the average score and standard deviation,it can be seen that the chemical performance of the students in the experimental class has been significantly improved.It can be seen that the thinking maps has some help in improving the students' chemical performance.