A Practical Study On The Application Of Mind Maps In Chemistry Review Courses In Junior High School

Chemistry is a totally new subject for junior high school students who enter into the third grade.As an introductory subject,it aims to make a preparation for chemistry study in senior high school.So its contents are not difficult,but involve many fields,making the points scattered and complicated and not easy to be remembered.However,under the pressure of the middle school entrance examination,the total time of review is only about one month and the time spent in learning and reviewing chemistry is much limited.As a result,chemistry teachers always spare no effort to find an efficient review method.As a simple and creative learning model,mind maps not only visualize the abstract points with the help of images,colors,symbols,etc.,but also organize the scattered ones by linking and marking the learning content.So this study applies mind maps to section review classes,unit review classes,and comprehensive review classes of junior high school chemistry.Redemonstrating the learning process under the help of mind maps,students can review and consolidate the knowledge timely and efficiently,deepen their understanding and make a good preparation for their subsequent learning.Based on previous studies,this thesis attempts to explore the application of mind maps in chemistry review class in junior high school from multiple perspectives by means of literature research,teaching practice,questionnaire and student interview.Firstly,two classes with the same overall level are selected.One is the experimental class,while the other is the control class.Before the experiment,the score of the first mock exam is used as the pre-test result.And then,the mind map is used in the experimental class to review and conventional teaching method is used in the control class.In the middle and laterstages of the review,the scores of the two classes are compared.Students in the experimental class are investigated with questionnaire and are interviewed in order to understand their feelings of using mind map in review classes.The experimental result shows that the review courses with mind maps can improve students' ability to summarize knowledge and to solve comprehensive problems,and finally improve their academic performance,especially for students of the average performance.