| The curriculum standard of Compulsory Education Biology(2011 edition)points out that the curriculum of compulsory education biology should transform students ' accepted learning style,guide students to think and practice actively through the way of "autonomy-cooperation-inquiry",take the initiative to acquire new knowledge,develop problem-solving ability and innovative thinking ability.However,at present,there are still some problems in biology teaching in junior middle school,such as insufficient attention to students'subject status,low interest in learning biology,insufficient cultivation of innovative thinking and poor knowledge,which is difficult to remember.Mind map is a visual cognitive tool that characterizes knowledge in a combination of graphic and text,systematized scattered knowledge,and effectively stimulates the brain,promotes the memory and use of knowledge,and enhances thinking ability.Therefore,this study attempts to apply thinking map in teaching,trying to improve the problems existing in teaching,to obtain good teaching results.Through the interview and investigation of some junior middle school biology teachers and students to carry out the application status of thinking map,it is found that junior middle school students do not have enough understanding of thinking map penetration,and some teachers think that drawing thinking map takes a long time,which will affect the teaching progress,increase the burden of students,be forced by the pressure of further study,Less used in teaching.But on the whole,junior high school teachers and students have a high degree of recognition of mind map,supporting the application of thinking map in teaching.According to the analysis of application status and teachers ' suggestions,combined with teaching practice,this paper puts forward the concrete strategy of applying thinking map.In the teaching of using mind map,teachers use thinking map to present knowledge logic,build knowledge framework,students to draw or group cooperation to draw thinking map for knowledge summary and review.Combining with the suitability of teaching content and teaching progress,this paper selects the content of teaching application,and designs the corresponding thinking map and teaching case.And with the new lecture "Mobile organization-blood" and recitation course "The transport of substances in the human body" as a practical case,the introduction of junior high school Biology classroom application Thinking map process.In this study,the students of two classes with similar learning situation,interest in biology learning and innovative thinking ability were selected as the research object,and the experiment of Thinking map teaching strategy was used in the experimental class to carry out routine teaching.After a semester of teaching practice,the use of-relevant scale and test questions to two classes of students to evaluate,statistical analysis of the collection of experimental data,combined with student interviews comprehensive evaluation of the effect of practical research.The results showed that the interest of students in learning biology in the experimental class was significantly higher than that in the control class(P<0.05),which showed that the interest of students in learning biology was significantly improved,and in terms of innovative thinking ability,the post-test of two classes showed that the students'innovative thinking ability was on the rise(P=0.06),There is a significant difference in the contrast between curiosity and imagination in two dimensions(P<0.05),which shows that the application of thinking map in teaching has a significant effect on stimulating students'curiosity and promoting the development of imagination.Although there was no significant difference in the biological learning scores of the two class students,there was a significant difference in the scores of the biological comprehensive test results of the two classes(P<0.05),which showed that the students'ability to solve the comprehensive test questions had been greatly improved.Therefore,it is concluded that the application of thinking map to optimize biology teaching,the complex knowledge points into a clear relationship,focus on the knowledge system,conducive to students to understand knowledge and comprehensive grasp of knowledge,optimize their knowledge structure,improve the interest of learning biology,promote innovative thinking ability and comprehensive thinking ability development.The study preliminarily explores and constructs the strategy of applying thinking map in biology teaching in junior middle school,and improves the teaching method.The design of mind map provides important teaching material for frontline teachers,and the concrete teaching practice cases provide a reference process,which provides some experience for other researchers to study the application of thinking map in teaching. |
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