The Influence Of Junior High School Biology Teaching Based On Concept Maps On The Students' Divergent Thinking

The 21 st century is the era of talent competition,and innovative talents are the fundamental core of a country's comprehensive national strength competition.Innovative talents must have creative thinking first,divergent thinking is the core component of creative thinking.Without divergent thinking,it is difficult to have the germination of creative thinking,and there will be no innovative activities and results.Therefore,paying attention to the cultivation of divergent thinking in teaching is beneficial to cultivate innovative talents.Concept map is a tool for organizing and representing knowledge.Constructing concept map is the process of thinking visualization.In concepts the hierarchical relationship and the cross connection between horizontal and vertical,Which can stimulate the divergence of thinking,to achieve the purpose of cultivating thinking ability.Therefore,in order to explore the influence of divergent thinking for middle students,the concept map will be applied to the Biology teaching of middle school in this study.The main research methods of this thesis are documentation method,questionnaire survey method and experimental method.First of all,this paper analyzes the demand of social development for innovative talents and some disadvantages of traditional teaching mode,and puts forward the problem.Secondly,looks up relevant literature,analyzes the research status of divergent thinking and concept map at home and abroad,sorts out their relationship.Thirdly,the questionnaire is compiled to analyze the students' divergent thinking level and understanding of the concept map,besides the teaching design is carried out scientifically.Finally,two parallel classes of a junior middle school in a county of Qiandongnan are used as the case for teaching.The experimental class used concept map teaching,however the control class used routine teaching.Beforeand after the experiment,"Torrance Tests of Creative Thinking(TTCT)" and "The Middle School Biological Divergent Thinking Scale" are used to check respectively.The former has high reliability and is widely used to detect divergent thinking,suitable subjects can be kindergarten to graduate students.According to the content of "Gilford Creativity Test",The latter combined with the cognitive characteristics of middle school students and Biology subject's features.which has a high reliability and validity at present.The datum are analyzed statistically by Excel software and SPSS 20 software after the experiment teaching.The students' scores of the experimental class in divergent thinking are higher than that of the control class,and there are significant difference.It indicates that concept map strategy can improve the level of divergent thinking by applying in Biology teaching.At the same time,it not only can improve the achievement of Biology,enhance the ability to construct concept map,but also improve the students' abilities in knowledge conclusion and generalization.Which can effectively change the teaching methods for teachers.