A Study On Biology Teaching Practice To Develop High School Students' Scientific Thinking By Using Mind Map

For a long time,a line of teachers generally believe that high school biology learning is very thinking-oriented.If students' learning thinking is straightened out,it can not only have an obvious improvement of students' scientific thinking,but also have a great significance for students' future development.Therefore,in order to break through the traditional high school biology teaching of indifferent thinking training,it is necessary to guide students to learn in the way of developing thinking level in the classroom.In this paper,by the new application of mature theory of mind mapping,the mind mapping and the cultivation of students' scientific thinking level are connected to carry out teaching practice research.In addition to taking the test score as a single factor of evaluation index,the evaluation of this study also carried out multi-dimensional in-depth scale evaluation and extensive questionnaire survey evaluation.This research firstly completed the research on the research background,current situation and related theories by literature analysis method,and clarified the purpose and significance of the research.Then,the papers and electronic questionnaires were used to conduct a questionnaire survey on the teachers and students of the 7-county parallel high school in Shaoguan City with research-related content.The implementation process of this study is mainly to choose xinfeng number 12 class of grade one and number 13 class of grade one as the research object,through the teaching and learning situation analysis,the design of different types of mind mapping scheme applied in the experimental class,the other class is still traditional teaching design.multi-dimensional index such as scores,scientific thinking ability,scientific mode of thinking are used to reflect the mind mapping schema teaching practice for the promotion of students' scientific thinking effect.therefore,It also combines the reference table of the evaluation system of high school students' scientific thinking ability and the evaluation system of high school students' scientific thinking mode for reference with the corresponding test questions to conduct score statistics,compares and analyzes the scores of relevant indicators of the two classes,and draws a conclusion.The results of the study show that being good at using mind maps for high school biology teaching not only improves test scores by improving students' learning efficiency,butalso subtly cultivates students' scientific thinking level,which is mainly reflected and developped actively in students' thinking ability and thinking methods.This also shows that mind-mapped teaching coincides with the implementation of the requirements of high school biological core literacy.