The Application Research Of Biology Mind Map Teaching To Cultivate The Analysis And Comprehensive Ability Of Junior High School Students

One of the main tasks of high school biology teaching is to cultivate students’scientific thinking ability,and analysis and synthesis ability is a key part of scientific thinking ability.Mind mapping is a method of concretizing radioactive thinking.Since the introduction of mind mapping into education,it has had a positive impact and has become a tool to stimulate students’ thinking.’Whether or not the biology classroom based on mind map teaching can promote student analysis and comprehensive ability improvement is still unknown.This study combines mind maps with analysis and synthesis capabilities to explore whether or not the mind mapping teaching strategies can improve students’ analytical and comprehensive abilities and summarize the application strategies of mind mapping in biology teaching.This study is divided into theoretical research and empirical research.In theoretical research,this study uses literature research methods to study literature related to mind maps and analysis and synthesis capabilities.Based on theoretical research,this study then conducted a strategic study of mind mapping education,summed up the application strategy of mind mapping education,and systematically elaborated the operation modes of mind mapping education in various teaching links.In practical research,this research adopts experimental research method and integrates mind mapping teaching into junior high school biology class.It conducts practical research in two homogenous classes in the first grade of Shenzhen Haibin Middle School.During the experiment,the mind map teaching was conducted in the experimental class,while the control class used conventional teaching,and the experiment time was one semester.After the end of the experiment,this study used post-test questionnaires and interviews to conduct post-tests on the two classes,comparing the biological performance of the experimental class and the control class students with the analysis and comprehensive ability test results,the effect of implementing the mind mapping through questionnaires,and Students conduct interviews.The results show that using the mind mapping teaching method,the students in the experimental class had significantly higher analysis,comprehensive ability and biological performance than the control class;The students are very comfortable with mind map teaching and hope to continue their mind map teaching in later biology classes.The results show that the use of mind maps in junior high school biology teaching can effectively improve students’ analytical and comprehensive abilities.We should actively promote the use of mind mapping education in the biological classroom.This study proposes some strategies for how to implement mind map teaching in different types of courses and different links in junior biology classrooms.This will provide some suggestions for junior high school biology teachers how to use mind mapping teaching strategies,which is beneficial to biology teachers.Further optimize the teaching effect of mind map teaching;This study explores how the mind mapping teaching can improve students’ analytical and comprehensive abilities in the junior high school biology class.It will be helpful in enriching the theoretical research of the biology mind map teaching and providing corresponding rich materials for the study of mind mapping education,to make some contributions to the further study and popularization of mind mapping in teaching.