Using Mind Map To Develop Students’ Chemistry Discipline Core Literacy

《Senior High School Chemistry Curriculum Standard(2017 Edition)》puts forward the basic idea of the senior high school chemistry curriculum,which emphasizes the main purpose of developing Chemistry Discipline Core Literacy.How to train students’ Chemistry Discipline Core Literacy has become a common problem faced by frontline teachers.Mind map is a thinking tool that uses keywords and key pictures to sort out,organize and optimize information.Since mind maps can both stimulate the potential of thinking and make the brain work more naturally and quickly,it has been applied to various disciplines.The use of mind maps in chemistry teaching can increase students’ interest in learning chemistry and help students understand knowledge and build knowledge systems.Through the study and analysis of the literature,it was found that mind map also has many advantages in cultivating students’ Chemistry Discipline Core Literacy.In recent years,there have been many studies on using mind maps to develop the core literacy of students’ chemistry,but most of the existing research is to explore the effect of mind maps on students’ literacy in a certain aspect.The chemistry discipline core literacy consists of five aspects,which are integral and inseparable,it is impossible to cultivate only one aspect of the literacy of students in a class.Under the guidance of brain science theory,dual coding theory,meaningful learning theory,and graphic theory,apply mind maps to the teaching of the elective four《Principle of Chemical Reactions》.Reasonable use of mind maps in pre-lesson preparation,classroom communication,experimental inquiry,blackboard design,homework and other links.After the teaching practice,the effect of mind map on the development of students’ chemistry core literacy is evaluated from four aspects: the comparison of the results between the experimental class and the control class,the arrangement and analysis of test paper,the classroom observation,and student interview.Through the above research,the following conclusions are drawn:(1)Mind maps help students to establish a connection between macro,micro and symbol.Mind maps use images,words,symbols and other perceptual materials to present knowledge,which is conducive to the cultivation of students’ macro identification and micro analysis literacy.(2)Mind maps can deepen students’ understanding of changes and balance in chemical reactions.and it can deepen students’ understanding.(3)Mind maps can develop students’ scientific inquiry ability and evidence reasoning ability.The use of mind maps in scientific inquiry activities can stimulate students’ thinking,increase their desire for inquiry,and enhance their inquiry ability and evidence reasoning ability based on experimental facts.(4)Mind maps can develop students’ model cognition literacy and creative ability.In the process of drawing mind maps,students have a firmer grasp of the knowledge and models they have learned,and students’ drawing level has also been improved to a certain extent.From the mind mapping works displayed by students at different stages,it can be found that students are incorporating more and more creativity into it,which is a manifestation that students’ creativity is improved.