A Study On Improving Students' Thinking Quality By Using Mind Map In Biology Teaching Of Junior Middle School

Learning to learn is an important part of the core literacy development system of contemporary students,and the development of thinking accompanies and affects the individual learning process.Among them,thinking quality is an important breakthrough in the development of individual thinking ability.Adolescents are the golden age of brain and thinking development.How to arouse students 'thinking,transform knowledge into wisdom,and promote the development of students' thinking quality is an important proposition in current junior high school teaching.However,there are few studies on the development of thinking quality of junior high school students in the junior middle school biology.Therefore,this article attempts to explore strategies or methods for cultivating students' thinking quality in junior middle school biology teaching.First of all,based on the thinking quality research of other disciplines,the thinking quality questionnaire and class observation scale of junior middle school biology are formulated from the four dimensions of deepness,flexibility,criticism and originality of thinking.After investigation,it is found that the junior high school students have the lowest originality in thinking quality.There are shortcomings at different levels in the aspects of experimental inquiry,inductive summarization,and reflection on wrong questions.In junior middle school biology classroom teaching,students' thinking activities have problems such as superficial thinking and thinking inertia.Teachers have a single way of presenting biological knowledge,lack of thinking in problem design,and lack of communication and display of thinking in inquiry activities.development of.Secondly,the mind map presents knowledge in the form of its combination of graphics and text,which conforms to the law of brain cognition.At the same time,the combination of image thinking and abstract thinking conforms to the characteristics of student thinking development.This article uses the mind map to construct a junior middle school biology teaching strategy from five aspects: induction and generalization,deduction and reasoning,conceptual model construction,experimental inquiry,and exercise training,trying to change the way teachers and students interact with each other while enriching the presentation of knowledge And conduct teaching practice.After the teaching practice,the changes of students' thinking quality were observed and analyzed through the thinking quality questionnaire and paper-and-pencil test.Finally,through this research and practice,we can draw the following conclusions: Compared with the conventional teaching,the combination of mind mapping and biology teaching and learning can promote the development of students' thinking profundity,flexibility,criticism and originality.In addition,how to combine the mind map with other teaching methods,and how to evaluate the drawing level of students' mind map need further improvement and discussion.