The Application And Exploration Of Mind Map In Junior High School Geography Review Teaching

Basic education reform requires that teachers should change traditional teaching methods and update teaching philosophy,and students should change traditional learning methods,learn to think actively,and have an innovative spirit.Mind maps can show hidden thoughts in the brain in the form of graphics,lines,text,and colors.Applying them to junior middle school geography review teaching not only improve students' interest in geography learning and the efficiency of review,but also help students to develop creative thinking and improve their ability to summarize.Therefore,junior middle school geography teachers can try to apply mind maps to review teaching to provide students with an efficient and active classroom environment.The research in this dissertation was based on brain science theory,constructive learning theory,and knowledge visualization theory.Literature research method,questionnaire survey method,and classroom practice method were used to conduct theoretical research on the application of mind maps in geography review in junior middle school.The definition,characteristics,drawing methods and evaluation methods of maps were introduced.The functions of mind maps and the rules for drawing were summarized.On this basis,a questionnaire survey was conducted among junior high school students from three schools in Guangdong,Henan,and Hebei,and the problems in the application of mind maps in geography review in junior middle school and the reasons for those problems were analyzed.Based on results of the survey,this dissertation proposed a strategy for the application of mind maps in geography review in junior middle school,and the teaching case design of "China's Four Plateaus" and"Brazil".Teaching reflection was conducted.This provides a teaching reference example for the application of mind mapping in junior middle school geography review.Through research,this dissertation draws the following conclusions:(1)In the process of geography review,junior high school students face problems such as memorization difficulties,lack of scientific review methods,poor logical thinking ability,and poor summarizing ability.On one hand,knowledge of geography in junior high school is fragmented,abundant and cluttered.Students have no clue but large burden of memorization.On the other hand,the knowledge is comprehensive.Students' review methods tend to be mechanical memorization and they lack effective review methods.(2)Mind maps have four major advantages in the application of geography review teaching in junior high school:simple methods and easy operation;strong summaries,which are conducive to students' knowledge system;can be bound into books and made into "pocket books" for easy review;Stimulate students' interest in learning and activate the classroom atmosphere.(3)Junior high school students should follow when reviewing with a mind map:recalling what they have learned and completing sketches;comparing textbooks to check for gaps;cascading knowledge to cultivate thinking;strengthening exercises and strengthening and strengthening the four basic strategies.(4)Teachers should follow when using mind maps for review teaching:use the mind maps to design the review content;use the mind maps reasonably to prevent unreasonableness;make full use of the mind maps and give play to the effectiveness of the mind maps;respect the students Personality and encourage students to innovate four basic strategies.The innovation of this dissertation:The author consults relevant literature and finds that most of the research on mind maps in subject teaching lies in theoretical research stage,and not many in empirical stage.For theoretical research,this dissertation conducts a more systematic study,laying a good foundation for the empirical research.For empirical research,this dissertation conducts quantitative research on the number of lines and levels in mind maps.These empirical studies provide references for the application of mind maps in teaching,and also a data basis for future research.