Research On The Application Of Subject Mind Map In Senior High School History Teaching

Mind map is a kind of thinking tool that Tony Buzan proposes to make the thinking in the head explicit in order to improve the learning efficiency.Mind maps have been widely used in various industries since they were introduced to China.They also include the field of education and teaching.When the practice of combining mind maps with education and teaching continues to increase,Liu Zhuoyuan and his team have used mind maps in subject teaching.After conducting in-depth research on the application of the application,it was found that the free divergent thinking advocated by Buzan's mind map is not applicable to China's subject teaching.Therefore,the concept of subject mind map that is more in line with the structure of subject knowledge is proposed.This article takes the application of subjective mind maps in high school history teaching as the research content,and uses literature analysis,case analysis and other research methods to explore what conditions in the history teaching of high school support the use of subjective mind maps and subjective mind maps.Specific application and precautions in history teaching.This article combines the cultivation of core literacy of students in history to analyze the function that subject maps can play in senior high school history teaching.Starting from the theory of subject maps,the characteristics of history teaching in high school and the development of multimedia technology are used to analyze subject maps.The feasibility of maps in high school history teaching,and based on actual teaching materials,analyzes how to use subject maps to assist history teaching in teaching links such as teaching design,teaching process,and answering test questions.From the application of subjective mind maps in various teaching links,it can be found that subjective mind maps are not only applicable to various teaching links,but also help both sides of the teaching subject.Teachers can use subject mind maps to optimize instructional design,and students can use subject mind maps to organize notes and build historical knowledge systems.At the end of the article,based on the shortcomings of the disciplinary mind map,some precautions are put forward for teachers and students to use the disciplinary mind map in actual history teaching,including setting scientific and reasonable standards for judging the disciplinary mind map and using the disciplinary mind map according to the specific situation I hope that through these precautions,frontline teachers and students can use the subjective mind map more objectively and reasonably,so as to better play the role of the subject mind map.The creative work of this article lies in the fact that almost all the existing research situations combine mind maps with middle school history teaching.In response to this situation,this article will distinguish between subject mind maps and Buzan mind maps.Disciplinary mind maps are introduced into high school history teaching,hoping to provide a new way of thinking for future research on the subject and even the whole subject of the combination of mind maps and middle school history teaching.