Validity Analysis On Mind MAP In High School Geography Teaching

Mind mapping is a kind of graphic that can show the thinking path intuitively.Scholars at home and abroad have also carried out in-depth research on mind mapping,especially in the application of teaching research,but basically based on the knowledge application of one section or chapter,there is no long-term and follow-up experimental research,and the expression of the application effect of mind mapping is relatively general.There is almost no research on whether the use of mind mapping is effective for students as a whole or at different levels and whether there are differences in the effect.On the basis of previous studies,this paper takes testing the validity of mind map in high school geography as the theme,uses questionnaire survey,interview and classroom observation to carry out preliminary investigation,and uses the teaching practice opportunity of half a year in Zhumadian Senior Middle School of Henan Province to carry out education experiment research,one class is the experimental class for mind map teaching,the other class is the control class for mind map teaching Traditional teaching method.After the experiment,SPSS17.0 software is used to analyze the geographical achievements of the whole and different levels of students before and after the experiment.In the process of the research,questionnaire survey,classroom observation and drawing are used Etc.Through research and analysis,the following conclusions are drawn:(1)mind mapping is helpful to improve students' interest in geography learning and stimulate students' potential learning motivation.From the perspective of different levels of students,the learning efficiency of the students in the superior group is higher,and the learning efficiency of the students in the middle group and the underachievers group is gradually improved.(2)Mind mapping promotes the improvement of students' geographical performance.On the whole,the average score of the experimental class is improved,the standard deviation is smaller,and the internal scores of the students are more concentrated.From the perspective of the scores of students at different levels,the students in the underachievers group improved the most,and the number of students decreased significantly.(3)Mind mapping is helpful to optimize students' geographical learning methods.Thinking map is helpful to help students sort out the geographical knowledge points and make the connection between them.From the perspective of students of different grades,the students of top and middle school have strong adaptability to the method of mind mapping,while the students of low achievers have a long time to adapt,but with the passage of time,the adaptability of the students of low achievers has gradually emerged.In the end,it puts forward the shortcomings and prospects of this study.Because of the lack of teaching experience,the differences of students and the limitations of experimental conditions,the experimental conclusions only have a certain reference value and should be more comprehensive and continuous in-depth study in the future teaching.