The Application Of Mind Map In The Process Of History Teaching In Middle School

Mind Mapping,developed in the 1970 s by the British psychologist and educator Bauzin,has become a worldwide phenomenon and is widely used at all levels of school and corporate life.Mind mapping is also widely used in China.This article refers to the map of historical thinking,which I believe is that students calmly interpret historical materials and extract key words in a state of restlessness and perplexity when they are confronted with new historical materials and new ideas that are not in line with their original cognition,through divergent thinking and logical thinking,the thinking process of individual historical cognition is constructed,and the thinking process is mapped into a thinking map,that is,a historical thinking map.The drawing of historical thinking map can enable students to integrate,analyze and summarize materials,recognize and recognize their thinking limitations,and break away from conventional thinking based on historical authenticity,on the basis of mastering all kinds of historical materials,we should think independently and judge rationally,so as to make correct decisions and solve practical problems,so as to make the students develop in an all-round way,develop their personalities and develop continuously.What I have mentioned in this paper are the most traditional mind maps proposed by Bauzin,other maps are not the scope of this paper.This paper mainly tells about the application of mind map in history teaching in junior middle school,including how to draw mind map,which links of mind map in history teaching in junior middle school,and how to explain the effect of application.This paper is divided into six parts,the first part is the introduction,setting out the reasons for the selection of topics,research significance,research methods,technical routes,research review at home and abroad and the innovation of this paper.The second part expounds the definition and theoretical basis of mind map.The third part elaborated the thought map in the history teaching application present situation investigation.The present situation investigation includes the teacher questionnaire investigation,the analysis and the summary,the attribution analysis carries on from the teacher dimension.The fourth part elaborates the experimental research of mind map in junior high school history teaching.This part mainly launches from three aspects:The test goal,the test object and the concrete implementation.The fifth part elaborated the thought map in the junior high school history teaching experimental result and the existence question.The drawing of mind map promotes the growth of teachers and students,the change of teaching methods and the improvement of students' historical thinking ability.Part VI conclusion.I hope that through the discussion of this article,we can find some practical methods and suggestions in the application of mind map in history teaching in junior middle school.