Study On The Promotion Of Elementary School Students' Understanding Of Scientific Concepts By Mind Mapping

The rapid development of science and technology leads to the rapid increase of scientific knowledge.How to learn scientific knowledge in a short time and how to organize,summarize and understand the scientific concepts behind scientific knowledge to form a systematic and interrelated knowledge system has become a difficult problem for students.The curriculum reform of basic education has put forward higher requirements for current science education,which is reflected in the previous curriculum setting and teaching process and emphasizes the improvement of students' reasoning and calculation abilities.How to help students form systematic scientific knowledge to better understand scientific concepts has become a difficulty.In 2009,the foreign scientific concept was put forward,which made the domestic focus on the "scientific concept".Primary school science is a basic course,and it is also the beginning of students' gradual construction of scientific concepts and learning process.The concept of science requires teachers to guide students to grasp the essence of the phenomenon,which requires teachers to investigate the current science education from the perspective of long-term development.Therefore,the emergence of mind map provides a new perspective for science educators.With the development of mind mapping abroad,many countries are exploring science education and have achieved certain results.Therefore,on the basis of drawing lessons from foreign studies and combining with the actual situation of our country and the situation of science subjects in primary schools,this paper focuses on the research on whether the use of mind map can promote the understanding of scientific concepts among primary school students.Based on the use of mind maps,the question "whether the use of mind maps in science classrooms can promote the understanding of scientific concepts among primary school students" was explored.After determining the research problem,the literature method is used to analyze the research results of other disciplines and foreign mind mapping and scientific concept teaching,so as to understand the existing research results,research status and research trends of mind mapping and scientific concept teaching.Centering on the core issues of the research,the research content is determined as follows:(1)teaching experiment scheme design based on mind map(examination paper test,student interview);(2)the design of primary school science and science concept teaching program is based on the mind map(teaching mode,teaching objectives,teaching evaluation,teaching strategies);(3)based on the mind map,elementary students' conceptual understanding is promoted.According to the specific requirements of textbooks and primary school science curriculum standards and combined with the actual teaching situation,two classes with no obvious difference in the academic level of the third grade in a primary school in Chongqing are taken as the experimental class and the control class.The teaching practice of promoting the understanding of scientific concepts based on mind map is carried out.The learning loop model proposed by Robert Karplus and his colleagues integrates mind mapping into the three stages of learning loop exploration,concept introduction and concept application.Besides,effective teaching strategies are developed,and the differences in students' understanding of scientific concepts are comprehensively understood through interviews before and after the experiment.According to the content of air,the first volume of the new edition of primary school science third grade,four scientific concepts are selected for teaching and relevant questions are compiled for testing.Through the post-test of the science academic level of the two classes and the analysis of the post-test results,the following conclusions are drawn:(1)Through the comparison between the experimental class and the control class,the experimental class and the control class achieved significant differences in the post-test results,and the experimental class post-test results are better than the control class.The application of mind map can promote students' understanding of scientific concepts to some extent.(2)Mind map is used to compare the differences between boys and girls in the experimental class,and it is found that there is no significant difference between male and female students,indicating that the use of mind map can promote the students' understanding of scientific concepts,and has nothing to do with gender;(3)In the four dimensions of cognition and memory,understanding and judgment,mastery and application,analysis and synthesis,there are significant differences between the two dimensions of understanding and judgment,mastery and application.The possible reason is that the teaching time is not long and the students' ability to understand scientific concepts is not fully manifested.(4)Through student interviews,it is found that students have a higher acceptance of teachers' use of mind maps in science classes.