Study On Cultivation Of Structured Thinking By Subject Mind Map In Biology Teaching Of Junior Middle School

Biology course not only requires students to pay more attention to the systematic learning and mastery of knowledge points,but also requires them to integrate and apply their basic knowledge of biology to analyze and solve problems in life.Meanwhile,structured thinking plays an extremely important role in solving problems.On the basis of intensive study about the present situation of structured thinking construction in biology classroom,this paper will further discuss how to use subject mind map to cultivate students' structured thinking in junior high school biology teaching.Firstly,In this paper,the literature research method is used to classify and analyze the collected relevant documents,to write the domestic and foreign research status of structured thinking and subject mind map,and elaborate the concepts and theoretical foundations related to the subject mind map and structural thinking.Secondly,the method of questionnaire survey is used to investigate the students in the second grade of a middle school in Zhifu District,Yantai City so as to know the current situation about the construction of structured thinking in biology class,The results show that students' structured thinking is not optimistic in biology classroom.The main problems are as follows: for students,there is no clear goal in preview before class,no organization of class notes,lack of guidance on knowledge transfer,lack of guidance on problem-solving ideas,lack of structured integration of knowledge,etc.Meanwhile,some biology teachers in junior high school have also been investigated on the basis of the understanding and application of subject mind map.The results reflect that most teachers know the plotting principles and steps employed of subject mind map and can apply them to biology teaching activities.For the above problems,combined with the teaching strategy of mind map,the following solutions are proposed: using the mind map to clearly display preview tasks;using subject mind map to make notes orderly;using subject mind map to strengthen the connection between knowledge,make knowledge systematic and structured;using subject mind map to make problem solving ideas clear and clear.Finally,by using the case study method,this paper designs and implements cases of two parts of the textbook "biology" published by Shandong Science and Technology Press in the seventh grade: " Treatment of Respiratory Tract to Air " and " Pipeline of Material Transportation ".The result reveals that the subject mind map clearly shows the internal connection between knowledge,so that students can integrate the fragmented knowledge into a network knowledge structure according to a certain knowledge structure and logical order,which is helpful to students' understanding memory of knowledge,and then develop their structured thinking.This has some reference to the use of subject mind map to cultivate students ' structured thinking.