Research On The Design Of Guidance Learning Plan Based On Mind Map For The Junior Middle School Chemistry Curriculum

Guidance learning plan is a kind of learning program that can promote students' independent learning,and cooperative inquiry and improve the effectiveness of classroom teaching and teaching efficiency,which is gradually favored by the majority of teachers because of its good practice effect and is one of the influential,widely radiated and successful examples in the current education reform of China's basic curriculum.However,a large number of educational practices have also revealed some shortcomings and misunderstandings in the compilation and use of the current guidance learning plan,which need to be optimized and improved by researchers.Mind map is a graphical thinking aid tool for expressing divergent thinking.It can stimulate multiple senses to work together,visualize abstract knowledge and thinking process,and help users to clarify their thinking and develop their divergent thinking ability,which has been proved to help improve the efficiency of classroom teaching and students' learning in a large number of teaching practices,especially in chemistry.The introduction of mind map into the design of chemistry guidance learning plans can solve some of the current problems in the preparation of chemistry guidance learning plans,and has a positive effect in stimulating students' interest in learning,developing students' independent learning and investigation ability,deepening their memory,and improving the efficiency of classroom teaching and learning.This study is based on the background of the rapid updating of knowledge in modern society,interpreting the new requirements of the new curriculum reform of junior high school chemistry for students,analyzing the subject characteristics of junior high school chemistry and the objective situation of current junior high school chemistry teaching,defining the core concepts of guided study and mind mapping,comparing and distinguishing them with similar concepts,adopting the literature research method to review the status of research on guided study,guidance learning plans applied to secondary school chemistry subject,mind The current status of research on guided learning,guided learning in secondary school chemistry,and guidance learning plans based on mind map is reviewed and reviewed,and the theoretical basis and design of the research are discussed in detail.After that,the value of the chemistry guidance learning plans is analyzed,the types of existing chemistry guidance learning plans and the achievements of the chemistry guidance learning plans and its shortcomings in the compilation are summarized.The theoretical construction of the junior high school chemistry guidance learning plans based on the mind map is discussed: the value and necessity of combining the mind map with the chemistry guidance learning plans is proposed for the current problems of the chemistry guidance learning plans;the differences and advantages of the mind map type of the chemistry guidance learning plans compared with the traditional guidance learning plans are illustrated by comparison,and the fit of the mind map with the junior high school chemistry guidance learning plans is elaborated;the ways and effects of combining the mind map with the guidance learning plans are discussed in detail.Explain the guiding idea and four design principles of the preparation of the thinking map-based chemistry guidance learning plans;explain the structural composition of the junior high school chemistry guidance learning plans based on the mind map and the preparation tools and usage of the mind map.And through three cases to explain in detail the focus of the mind map-based junior high school chemistry guidance learning plans in the new lecture,laboratory and review class on three types of lessons.Finally,a comparative teaching practice study was conducted with four parallel classes of similar level in the ninth grade of a middle school in Zigong City,Sichuan Province,based on the content of the ninth grade chemistry book of the Humanity edition,to verify the effectiveness of the mind map-based chemistry guidance learning plans and its advantages over the traditional chemistry guidance learning plans.By comparing the pre and post test scores of students in the experimental and control classes,the changes in the scores of different experimental classes,analyzing the results of students' questionnaires and teachers' interviews,the practical conclusions of the study were drawn: both the traditional chemistry guidance learning plans and the mind mapbased guidance learning plans have significant effects on the improvement of students' test scores,and the mind map-based guidance learning plans is more effective;the mind map-based guidance learning plans can improve students' learning and it can help students to solve chemistry problems;promote students to form good chemistry learning habits;and help students to summarize,understand,remember and master junior high school chemistry knowledge points.However,there are many shortcomings in the study: it is impossible to prove the universality of the designed mind map-based chemistry guidance learning plans;the experimental evaluation system of the study is still somewhat onesided and subjective;the period of the practical study is too short to track the long-term implementation effect of the study and the comprehensive impact on students;and the limitations and shortcomings in the preparation of the mind-mapping junior high school chemistry guide due to various subjective and objective factors.