| With the reform of the college entrance examination and the promulgation of the new curriculum standards,the examination requirements for junior high school students are also further enhanced.However,in the traditional teaching,teachers still take the senior high school entrance examination as the guidance and give insufficient guidance to students' learning methods and problem analysis methods,resulting in students' lack of deep thinking ability.The new curriculum standard advocates to cultivate students' core quality of chemistry and learn how to learn.Therefore,the traditional learning mode of junior high school students urgently needs to be changed.The application of mind mapping to the analysis of chemical errors can effectively help students to build a knowledge system,divergent thinking,improve learning efficiency,and lay an important foundation for the connection of high school chemistry learning.This thesis uses the methods of literature analysis,questionnaire investigation,interview,experiment and case analysis,combing the related research status at home and abroad,to analyze the main problems in the students' management process of chemical wrong topics.The value of the application of mind maps in analyzing chemical wrong topics based on the reality was explored.Two parallel class of third grade students in FuZhou XX middle school were selected as the research object,through the performance test,investigation,interview method to analyze the effect of mind maps.The results showed that applying mind maps to chemical wrong topic analysis,can enhance students' learning interest and improve students' ability to analyze and solve problems,thus improved the chemical scores.At the same time,it helped to change teachers' traditional teaching mode,to improve the teaching efficiency,and has certain reference value for the teaching methods of teachers and the studying of students under the background of reforming new college entrance examination. |
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