A Practical Study Of Mind Maps In Science Teaching To Improve The Scientific Thinking Ability Of Junior Middle School Students

In 2016,China released the general framework of "Core Literacy for the Development of Chinese Students",which states that core literacy is a key ability and a necessary character for students to adapt to their lifelong and social development.At the junior high school level,scientific thinking is an important key competence in scientific disciplines.It is undoubtedly important for students to master certain scientific thinking and methods for their future study and life.The author tried to apply the mind map teaching method to the junior middle school science classroom.Through more than three months of practical teaching,the author explored the impact of mind map teaching on the cultivation of junior middle school students' scientific thinking.And this research provides a reference for the majority of educators to cultivate students' scientific thinking in education and teaching.The content of experimental teaching selected for this study is the seventh grade book of Science in Zhejiang Education Edition.The junior students of a public junior high school in Hangzhou City,Zhejiang Province are used as the experimental objects.Four classes are randomly selected and divided into the experimental group and the control group.And the samples were analyzed for homogeneity before the experiment.The experimental group uses mind map teaching method,while the control group is still the traditional teaching method.Before and after the experiment,students were tested for scientific thinking,and the test data was analyzed to detect the development of students' scientific thinking.After the experiment,six students were randomly selected from the experimental group through stratified sampling to conduct interviews as qualitative analysis materials.The experimental conclusions are as follows:(1)The teaching method of mind map has a significant effect on the analysis and synthesis of scientific thinking and the comparative classification;(2)The students' proficiency in scientific thinking methods is slightly different;(3)The ability of students at different levels to use mind maps is different.Through research,this article puts forward the following suggestions:(1)Attention to guide students to build their own mind maps;(2)Pay attention to the differences in students' ability to construct mind maps and pay attention to hierarchical guidance;(3)Strengthen the construction of mind map course resources and teacher training.