The Practice Research Of Mind Map In The Review Teaching Of Chemical Reaction Principle In Senior Three

The knowledge of chemical reaction principle in senior high school is abstract and difficult to understand,and the first round of review in senior high school is an opportunity to find out this knowledge.It is always an important task for teachers to make it clear about this knowledge and find out efficient teaching methods in a tight and short time,Therefore,the author has carried on the research to the senior three review class.By means of literature analysis,the author analyzed the current research situation of mind map teaching and reviewing the principle of chemical reaction,and defined the concept of mind map.By means of questionnaire and interview,this paper investigates the current situation of reviewing the Principles of Chemical Reaction among senior three students,and summarizes the problems faced by students at present: poor study habits,insufficient learning initiative,single note-taking methods,low review efficiency,and average emotional attitude.To solve these problems,this study takes the senior three students' review of Chemical Reaction Principles as the carrier.Firstly,the author analyzes the content requirements,teaching strategies and academic requirements of this section,finds out the core literacy contained in the chemical reaction principles,and determines the connection between mind maps and chemical content organization.Secondly,the mind map is taken as the main body,and teaching cases are designed from the aspects of thinking,practice and value,including primary battery,chemical balance and hydrolysis of salt.Then,we use the action research method to apply cases to practical teaching,and use mind maps before,during and after class to evaluate students' learning from these three angles,so as to optimize the teaching effect.Finally,the post-test paper is designed based on core literacy,and the teaching effect is tested by questionnaire,interview and paper-and-pencil test.Research shows that mind mapping can improve teachers' teaching efficiency and enrich teaching methods.In addition,it can improve students' academic achievements and interests,change students' study habits and methods,change students' emotional attitudes,and enhance students' thinking ability and transfer ability,Students' core literacy has been improved.The main innovation of this study lies in organically combining the requirements of reasonable organization of teaching contents in the new curriculum standard with mind maps,designing teaching cases incorporating mind maps,and embodying the integration of "teaching,learning and evaluation".This study can provide reference for teachers to review teaching and promote the development of teaching methods in a deeper direction.