The Teaching Design Of Physics Unit Review In High School Based On Mind Map

In physics learning,students sometimes master fragmented knowledge.However,there are many knowledge points and strong connections in the physics review of senior three.In order to improve the review efficiency,it is necessary to solve the fragmentation problem.Unit teaching design,focusing on a few core concepts,emphasizes the integration of teaching content,which is of great significance for sorting out fragmented knowledge and promoting the integration of teaching.Mind map is developed around key words,which can show the connection between many complex elements,and coincides with the connotation of unit design.The exercises in this chapter of the law of conservation of momentum are often combined with the knowledge of force and motion,which are more comprehensive and difficult.Therefore,this paper takes the chapter of the law of conservation of momentum as an example to study how to apply mind map to the unit teaching design in the review of physics in senior three.In this paper,first of all,through literature study and collation,based on the"addle" model,the flow chart of unit review teaching design is determined,and the teaching strategy of the integration of mind map and unit review is explored.Then,taking the chapter "law of conservation of momentum" of high school physics as an example,the core concepts are combed out with mind map,and the teaching design and practice of unit review are carried out around the core concepts.In the process of practice,two classes of a key high school in Beijing were selected as the research objects,namely,the control class and the experimental class.In the experimental class,the unit review teaching is used to guide students to construct knowledge with mind map and show the thinking process of problem solving.In the control class,the traditional review teaching is used.After practice,combined with unit test volume,attitude questionnaire and interview data of teachers and students,this paper analyzes the research results,and finally draws the conclusion of this paper.In addition,in order to highlight the role of mind map,this paper also attempts to use mind map for writing.The conclusions of this paper are as follows:1.Students can better construct the relationship between concepts and solve the problem of fragmentation to a certain extent by drawing conceptual mind map;2.Students can determine the solving steps by mind map,so that they can quickly determine the direction of solving problems and improve the review efficiency in the process of solving problems.3.The application of mind map in the review of physics units in senior three can improve the teaching effect.Based on the above conclusions,this paper puts forward some teaching suggestions for the review class teaching of teachers:1.Starting from the whole,we should pay attention to the guidance of students' thinking,and spread students'scientific thinking.2.For the choice of classroom practice,we should classify and sort out the key and difficult points in teaching.