Study On The Application Of Subject Mind Mapping In The History Review Of Senior Three

In order to better implement the requirements of the curriculum standards,reflect the educational value of quality education,and cultivate the history discipline literacy of high school students,choose the review method of subject mind maps in the high school history review,emphasizing the logical relationship between historical concepts.Use this visualized teaching tool to give full play to the student’s main role.The main content of the research is the application of the subject mind map in the history review of senior high school,and the W Middle School in Dingxi as the teaching practice base for the research.To understand the academic dynamics and the theoretical basis of the application of subject mind mapping through literature analysis;Through interviews with senior high school history teachers and some students,understand the current status of the application of mind mapping in the subject.Analyze the feasibility of the subject mind map in the review of the third year in combination with the characteristics of history teaching in the third year of high school;Carry out specific teaching practice in units,class hours,topics and test questions through case analysis.Put forward reasonable teaching suggestions according to the results of practice,and strive to give play to the teaching value of the subject mind map.In the teaching practice,through the analysis of teaching results,interview results and students’ works,the application effect of subject mind maps in the history review of senior three is explored.On the one hand,it improves the students’ review efficiency and historical thinking ability;on the other hand,it optimizes the traditional review effect evaluation mode,and deepens the interaction between teacher and student thinking.In order to better reflect the teaching value of the subject mind map in the future,reasonable teaching suggestions are put forward.Teachers should conduct professional training on drawing maps,combine drawing theory with practical operations,and improve their own teaching skills;Teachers carry out teaching evaluation as soon as possible,and draw the teaching design before teaching,let the same group of teachers comment,reflect on improvement in advance,and better serve the teaching;When teachers use the subject mind map to review,they need to combine a variety of teaching methods to guide students to understand and improve historical knowledge,and to cultivate students’ historical subject literacy.