Research On The Teaching Practice Of Mind Map In The Physical Mechanics Chapter Of Senior Middle School

With the continuous development of society,in the rapidly changing information age,China's demand for talents is constantly changing.Under the traditional teaching mode,teachers can't pay close attention to students' listening state and thinking characteristics,and can't achieve high efficiency and personalized guidance for students.The core quality of physics includes four dimensions: "physical concept","scientific thinking","scientific inquiry","scientific attitude and responsibility".To achieve the training goal of the core quality of physics,it is necessary to explore the teaching mode of improving classroom efficiency,improving classroom atmosphere,enhancing students' interest in learning and helping students internalize learning methods.Guided by the core literacy of middle school students,this study integrates the mind map into the physics classroom of high school,and seeks a good teaching mode for cultivating the necessary character and key ability of middle school students to adapt to the needs of life-long development and social development.This study is mainly from the following four parts.The first part is literature research.Through literature research,focusing on the problems in high school physics teaching with core literacy as the guide,it summarizes the research status of the application of mind map in teaching at home and abroad,and determines the ideas and methods of this research based on the integration of mind map into physics class.The second part is the theoretical basis.Based on cognitive learning theory,constructivism theory and knowledge visualization theory,teaching design is carried out and theoretical perspective is provided for practical research.The third part is the preparation of practice.In order to put the mind map into the high school physics classroom smoothly,it analyzes the specific application principles and Strategies of the mind map in the physics classroom before the teaching practice.The fourth part is the teaching experiment,which is carried out in the real teaching situation and applies the mind map to the front-line physics classroom.In the whole process of theexperiment,classroom observation and data collection are carried out,focusing on the observation of students' learning status and the collection of all the data of learning achievements.In the early stage of the experiment,teachers and students were investigated with questionnaires to understand the use of mind map and analyze the needs of students in physics class.In the middle of the experiment,two classes with no significant difference in pretest scores carried out comparative experiments.The experimental class used mind map to teach,while the control class used traditional teaching mode.In the later stage of the experiment,the students in the two classes were tested at different stages,and the results of the post test were analyzed.Through the questionnaire survey and data analysis,this study draws the following conclusions: first,compared with the traditional teaching,the application of mind map in physics class can not only strengthen the students' macro understanding of physical knowledge,but also deepen the detailed understanding of physical subject knowledge,and effectively improve the overall performance of the class;second,the integration of mind map into high school physics teaching can improve the performance of students with weak foundation To some extent,it can help students with better foundation to improve their performance more obviously;thirdly,the application of mind map in physics class can enhance students' interest in learning and activate the classroom atmosphere;fourthly,mind map can help students to sort out the knowledge framework,improve the knowledge system,expand the knowledge content,display the personalized logical thinking order,and provide students with efficient learning methods.