| As an efficient learning tool for visualizing knowledge with graphics,colors,words and lines,mind mapping is of great significance for learners to effectively construct knowledge networks and strengthen their memory and understanding of knowledge.At present,mind mapping has been widely used in the field of education and achieved good results.However,under the influence of various factors,rural junior middle schools are still faced with such practical problems as students' low interest in learning biology,low quality of biology teaching,and unfavorable cultivation of students' core qualities and key abilities.Under this background,how to use mind mapping in biology classroom teaching and how to enhance students' interest in learning biology become the key issue of rural school education research in the new era.Therefore,this study in rural junior middle school biology curriculum,for example,in the biology classroom use of mind mapping to carry out the teaching actively,explore a mind map to improve the countryside junior middle school biology study biolo gy study interest and the influence of academic performance,the results will provide the countryside junior middle school biology classroom teach ing to develop a mind map teaching practice to provide reference for ref erence.In this study,the literature method was used to study the current sit uation of mind mapping in the field of education at home and abroad.Through the investigation to understand the author of the rural junior mid dle school teachers and students of the cognition,use of the status quo a nd existing prominent problems of mind mapping.On this basis,a practical study was carried out on the application of mind mapping in the eighth grade biology classroom teaching in rural schools.The results showed thatthe implementation of mind mapping in the second grade biology teachi ng in rural schools could improve students' interest in biology learning and their academic performance,and improve their learning status. |
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