Practical Research Of Mind Mapping On Biology Teaching And Core Literacy Training In Junior High School

The present study summarized,based on the compulsory education curriculum standards and the basic concept of core literacy,the domestic and overseas research progresses,the theoretical basis and the sketches of mind mapping.Then the research ideas and methods were determined: Firstly,the current situation of junior middle school students' biology learning was investigated.Secondly,the feasibility of applying the mind map to the classroom was analyzed.Mind map teaching was then used in the new and review classes for the experimental class,while,not used for the control class.Later,through analyzing the questionnaires before and after the experiment,classroom observation and comparison of the results of two classes of students,the effect sof mind mapping in junior middle school biology teaching were explored.Finally,the conclusions were given and the shortcomings of this study were analyzed.The conclusions of the present study are as follows:(1)Mind mapping can improve the efficiency of biology classroom.(2)Mind mapping is conducive to improving students' interests in biology.(3)Mind mapping is helpful to cultivate students' scientific thinking.This experiment focuses on the cultivation of core quality,the timeliness of evaluation and the selection of courses in the teaching process.However,the limitation of this research is that the experimental samples and the study range are small.This study makes a preliminary attempt for the practices of mind mapping in junior high school biology and core literacy training.The results enrich the theoretical and practical experiences for my theories and may provide evidences for future researches.