Study On The Topic Review Of Junior High School Chemistry Based On Mind Mapping

Topic review is an essential part of chemistry midterm preparation and largely affects the efficiency of students' revision.The main purpose of thematic review is to allow students to systematically summarize,organize,refine and apply their fragmented knowledge based on the first period of the review.Through interviewing and surveying,the author found a series of problems in chemistry topic review.Thus,the author explored the use of mind maps serving as a visual thinking tool to improve the current situation of topic review,and applied it to the topic review of junior high school,guiding students to summarize scattered knowledge points and network them on their own,helping them to accelerate the speed of knowledge transformation ability,thus making the efficiency of topic review further improved.The two topics of metals and acids and bases are especially important and difficult to learn,and the complicated knowledge points undoubtedly increase the difficulty of students' memory.By the characteristics of structured mind maps,the complicated knowledge is systematized and the connections between knowledge are established at this stage of topic review,which facilitates the breakthrough of important and difficult points.This thesis has four parts.Part ? Introduction.This paper uses literature research,comparative experimental method,interview method,and case study method to consider the problems found in the current chemistry topic review and to determine the content of the research in conjunction with the policy guidelines of quality education.The second part of the paper presents a review of the research on "mind mapping" and the theoretical basis of the topic review of chemistry in junior high school.The first half introduces the definition,characteristics,functions and the current status of the study of thematic review of junior high school chemistry,and the second half introduces the humanistic theory,constructivism,and brain science to illustrate the existence of barriers to students' thinking in the learning process,laying the foundation of theoretical research on the study and application of mind mapping in thematic review.The third part is the application and practice of "mind mapping" in the review of chemistry topics in junior high school.The principles of the 9th grade chemistry review are combined to determine the topics of review.The two important topics of acids,bases and metals were taken as examples,and two classes with the same level of learning were selected for teaching practice.The fourth part is a summary,reflection and outlook of the research on the topic review strategies of middle school chemistry based on thinking maps.The purpose of this paper is to provide a reference for future teaching of topic review incorporating mind maps and to make more secondary school chemistry teachers aware of the importance of mind maps in topic review of middle school chemistry.The use of mind maps can increase learners' classroom participation to a greater extent,construct a better knowledge system,improve the efficiency of this stage of review,and have obvious help in training learners' scientific literacy.