Design And Practice Research Of Junior High School Chemistry Guidance Case Based On Mind Map From The Perspective Of The New College Entrance Examination

The release of Chemistry Curriculum Standards for General Senior High Schools(2017 Edition)marks the formal opening of a new era of basic chemistry education reform oriented by the core quality of chemistry discipline.In this paper,it is proposed to not only combine the mind map with the guided learning plan in the chemistry stage of the third grade,but also design the mind map guided learning plan into the daily teaching.It conforms to the new educational concept,and it also improves the application effect of guided learning plan in junior high school chemistry class.In this paper,literature research method,practice research method,questionnaire survey method and interview method are mainly used to design and practice research on junior middle school chemistry mind mapping teaching plan.First of all,by reviewing literature,the research status was sorted out,and a survey was conducted among some Grade 3 students and first-line chemistry teachers in Chongqing.With the purpose of understanding the attitude of teachers and students towards on teaching mode of guided learning plan,the design of guided learning plan,we can know about their views on mind mapping.Then,according to the problems found in the research and teaching practice and the related theories of education and teaching,the chemistry textbooks of the third grade are analyzed,and a mind mapping learning guidance scheme is designed with the in-class training of the new lesson guided by target navigation as the basic framework.On this basis,we choose two classes of the same level in junior high school which is in Chongqing Yunyang County.One is(the experimental class)according to the design of the mind map guide case in teaching practice,the other class is taught by using the conventional methods for contrast class teaching practice,Then we collect related data of teaching practices and feedback after the teaching practice.we can see from the research which the experimental classes that in comparative classes teaching effect is analyzed.Undertook to the student interview again,we collect the relevant information secondly.Through teaching research and practice,it is found that :(1)From the perspective of learning attitude,students in the experimental class that implements teaching practice according to the mind mapping plan are more interested in chemistry learning than those in the control class.Students are more willing to take the initiative in chemistry learning,and their subjective initiative can be reflected;(2)From the perspective of academic performance,the average score pass rate of the experimental class is better than that of the control class,which is especially reflected in the cultivation of the excellent students.It plays a good role in promoting the positive effect and verifies the effectiveness of the mind mapping learning plan.(3)From the perspective of learning ability,through practice,students can improve their reasoning and inquiry abilities in the process of using the mind mapping learning plan,which is conducive to improving their core competence and cultivating their core discipline quality.