Research On The Application Of Mind Mapping In High School Biology Teaching

At the moment of actively promoting the new curriculum reform,the task of education is not only to strengthen the knowledge reserve of students,more attention should be paid to cultivating students' practical ability,development ability and inquiry learning ability.As mentioned in the Standards of Biology Curriculum for Senior High School “ We must train each student to form the core literacy of the biology department during the learning process”?Therefore,in high school biology teaching,it fully reflects the subjective position of students in learning and gives full play to students' independent learning ability in order to achieve good results in the classroom.In the 1960 s,the Englishman Tony Buzan proposed a tool for organizational thinking-mind mapping.Mind mapping can effectively improve learning ability,innovation ability and memory,known as the “key” to open the left and right brain potential.Its application value in teaching has been recognized by many educators,but unfortunately,there are relatively few studies that really integrate mind mapping into high school biology teaching.The purpose of this study is to actively explore the feasibility of applying mind maps in high school biology teaching,and to analyze the effect of the use of mind maps on high school students' biological learning achievements and biological learning interests,do some basic work for the application of mind mapping in biology teaching.This research starts with the theoretical basis of the mind map applied to teaching,and uses the literature reading method,interview method,questionnaire survey method and other research methods to formulate research plans for the application of mind map in high school biology teaching.Combined with the investigation of a high school and high school teachers and students in Yingkou City,the experimental study method was used to set up the control class and the experimental class to implement the specific experimental process in the school,analyze and compare the data before and after the experiment,and analyze the effect of mind map in teaching.Finally draw the conclusion: Applying mind maps to high school biology teaching can improve students' interest in learning and academic performance,and pointed out the shortcomings in the experimental research,and put forward the reference suggestions.