Application Research Of Situatinal Teaching Method Based On “Mind Map” In Junior Middle School Chemistry Teaching

With the development of the education,more and more attention is paid to the all-round development of students.Teaching methods are also being updated and a variety of teaching methods attract the attention of many educators.So teachers make their teaching methods more diverse,flexible and innovative,which is benefits to the students' comprehensive understanding and mastery of the basic knowledge and skills.Mind map is a kind of thinking tool that combines graphics and text.In the process of learning with the mind map,students use the functions of left and right sides of their brain to sort out and summarize the knowledge and organize the knowledge network system effectively.Situational teaching method is a kind of teaching method that makes use of the external environment to realize resonance with students' mind.Teachers create real,effective,scientific,intuitive and vivid scenes to mobilize students' learning enthusiasm and promote their ability to learn and explore independently,then achieve the harmonious unity of teaching and learning.Situational teaching based on “Mind Map” is integrate the advantages of the mind map and situational teaching and organically combine the mind map and situational teaching according to the teaching content and students' characteristics,then apply in the actual teaching process to comprehensively expanding the teaching method of situational teaching.In this paper,Firstly,in order to find out the liable basis about the positive role of situational teaching based on “mind map” in junior middle school chemistry teaching,it consulted a large number of literature and books to sort out and analyze the concept definition,theoretical basis and application status of mind map and situational teaching at home and abroad.it also did some questionnaires and interviews at a junior school to understand the current situation of chemistry teaching in junior middle school and their cognition and attitude towards the “mind map” and situational teaching method.Secondly,based on the results of the survey,it combines the teaching content and students' characteristics to design the situational teaching method based on “mind map” in my junior middle school chemistry teaching practice.Including the new lesson design “composition of water” and “burning and extinguishing”,experimental lesson design “preparation and properties of oxygen” and review lesson design “carbon and carbon oxide”.Finally,at the end of the semester,through interviews and questionnaires to the teachers and students and a comparative analysis of the results of a unit test and the final exam to discuss the practical effect of the situational teaching method based on “mind map” in junior middle school chemistry teaching.