On The Application Of Thought And Guidance Diagram In The Review Of Senior Three History

The knowledge covered by the history subject is more complex,including historical figures,historical significance,historical events,historical development processes,etc.,which have higher requirements for students' memory.How to use efficient learning methods to avoid the forgetting of historical knowledge is of great significance.Under the traditional teaching method,in order to realize the memory of complex knowledge points,most students often use the methods of turning through the textbooks,browsing notes,and reviewing reading.Therefore,some students can read the texts without prior or repeated readings to deepen the review effect.Under the pressure of high school and complicated classrooms,this kind of mechanical memory will consume a lot of time,and will increase the memory burden of students,resulting in memory blur caused by insufficient alignment.Therefore,it is important to improve the efficiency of review in a limited time..Based on the above background,this study will mainly study the application of mind map in the history review of senior high school.Mind map can be used in the history review of senior high school.Mind map can improve the shortcomings in traditional history review as a whole.Can improve learning efficiency.Therefore,this paper uses literature analysis method,questionnaire analysis method,case analysis method and other methods to develop.Firstly,using the literature analysis method to sort out the concept of mind map,this paper establishes the research idea,that is:mind map is human brain radioactivity.An expression of thinking is a graphic technique that taps the potential of the brain.It can focus on the development of students' thinking,expand their horizons,and help students gain access to new and old knowledge.In the research,with the help of dual coding theory,cognitive psychology theory and contemporary constructivist theory,the necessity and feasibility of mind map in the history review of senior high school are analyzed.The questionnaire survey method and actual case analysis method are used to study the thinking.The application strategy and practical application of the map in the history of the third year of history,from the application of students,the application ofteachers,the limitations of mind map itself,put forward the problems in the use of mind map.The research results show that there are certain principles and methods in the mapping of mind maps,including the starting of the topic words,the rational use of keywords,pictures or image representation principles,etc.The method of drawing the mind map includes determining the appropriate scope,before class,during class.,drawing after class,etc.,and drawing the relationship between existing knowledge cognition and new knowledge,to transform all the learned content into personal resources,to reorganize the language,to use the existing new and old knowledge Contact,improve the creativity and flexibility of knowledge.Finally,this article further reflects on the use of mind map in the history review of the third year,and provides guidance for future teaching.This study provides a new way of thinking for the review of the history of the third year.The history of the third year is based on the integrated learning of the old and new knowledge systems.As a important learning tool,mind map plays an important role in improving students' ability to test.At the same time,the mind map It can accurately analyze and summarize historical historical materials from multiple angles,refine the test questions,objectively evaluate historical figures and historical events,and cultivate students' historical accomplishments.