The Practice Of Mind Map In Biology Teaching In Junior Middle School

The "Compulsory Education Biology Curriculum Standard"(2011 edition)points out that the development of the new era requires students to have the ability of lifelong learning,and more emphasis is placed on the learning initiative and the cultivation of thinking ability.It is hoped that all students can fully develop and improve the quality of Biological Science.However,in the context of the current Sichuan middle school entrance examination system,the biology scores of middle school entrance examinations in various cities and prefectures are generally low,and they are despised to a certain degree,which requires teachers to take into account the examination results and comprehensive quality within the prescribed teaching time,and achieve the teaching objectives.Through literature research,the author found that mind maps can use graphics,lines,colors,keywords,and other elements to concreteize the abstract thinking process and display it intuitively,which is conducive to training students' divergent thinking and creative ability,and helping students to build a systematic subject knowledge to improve learning effectiveness.First of all,the author investigated the current status and existing problems of biology teaching in rural junior middle school in Shunqing District of Nanchong through interviews and questionnaires,and designed the operation method of mind map applied to biology teaching in junior middle school.From the first biology class,the application of mind map teaching can stimulate students' interest and initiative in learning,and use mind map teaching methods in teacher preparation and reflection,students' new lesson preview,classroom summary,after-school review and exercises.Through one-semester teaching practice,comprehensive analysis of students' class speeches,mind map works,test score changes,and interview results,and it was found that the mind map teaching method can fully mobilize students' enthusiasm for learning,improve students' divergent thinking ability,and help improving students' learning efficiency,learning effect and oral expression ability,it can also improve the efficiency of teacher's lesson preparation and teaching reflection,and enhance teacher-student interaction.Due to the short time,the sample size of the mind mapping method for teaching practice in this paper is small,and the research results have certain limitations.It is expected that the sample size of the teaching practice will be increased in future research to improve the effect of the mind mapping teaching practice.To provide a certain practical reference for the junior middle school biology classroom teaching reform.