Analyze The Application Of Mind Maps In High School History Teaching

Mind mapping,also called mental map,is a scientific research result of divergent thinking and graphic expression which is first created by Tony Buzan,a famous British scholar in 1960s.It can use pictures,text and data to the intricate knowledge into a logical relationship with a whole structure.Because it is instrumental,visual,easy to note the characteristics of carding,and thus once put forward is widely used in curriculum education,corporate training and many other areas.In recent years,with the continuous introduction of mind mapping,is more and more used in school classroom teaching.The reform of the new curriculum of high school history further clarifies and deepens the three-dimensional goal of history teaching in cultivating students' knowledge and ability,process and method,emotional attitude and values,With the deepening of the new curriculum reform,based on the realization of the three-dimensional goals,pay more attention to the cultivation of students'historical core literacy and the ability to explore historical problems and the cultivation of innovation consciousness.But the traditional history of classroom teaching,teacher teaching objectives are more focused on the improvement of student achievement,Therefore,in the teaching process,teachers focus on the instilling of students 'historical knowledge,students passively accept knowledge,resulting in the lack of students' high-level historical thinking ability,In the past,it was impossible to mobilize the interest of students to study history,which was not conducive to the development of students' personality,the development of creative thinking,and the teaching of high school history deviated from the requirements of the new curriculum reform.The introduction of mind map into high school history teaching can help students to construct relatively complete historical knowledge system,which can help students to develop divergent thinking and help improve teachers' teaching ability.Compared with the use of conceptual maps in traditional history teaching,the mind map is more in line with the intuitionistic,systematic and comprehensive characteristics of history teaching,and can meet the requirements of the new curriculum reform and realize the cultivation of students' historical core accomplishment.On the basis of the relevant theoretical achievements of the study of the thought map,the author discusses the application strategy of the thinking map in the different class of teachers and the students in different learning sessions from the aspects of teachers and students in combination with the specific teaching practice of their own high school history The use of autonomy.This paper discusses the concrete application of the mind map in the teaching of this course,and analyzes the teaching design of the "New Democracy Revolution and the Communist Party of China" as the teaching case,And analyzes the teaching design,so as to provide a feasible strategy for the application of mind mapping in the application of history teaching in high school,so as to make up the deficiency of traditional history teaching,improve teaching efficiency and cultivate historical thinking ability.Through the research,the author draws the following conclusions:Thinking map can effectively promote the improvement of teachers' teaching ability and teaching methods,can promote the transformation of students' learning methods,but also improve students' interest in learning history.Although the mind map can play an important role in the history of teaching and learning,but in the implementation process there are still shortcomings:It is inseparable from the teacher's key guidance to the students,can not be separated from the collection and finishing of a large number of materials,in the specific application is easy to flow in the form,thus affecting the use of mind mapping effect.It is hoped that through the author 's research,it will provide a reference for the reform of history teaching in senior high school,enrich the theoretical research of history teaching and enhance the practical effect of history teaching.