Research On The Application Of Mind Map In Regional Geography Teaching In Senior High School

The new geography curriculum standards for senior high school was promulgated in2017,it puts forward four key competencies of geography.By 2020,the new evaluation system of the college entrance examination was promulgated,it establishes a evaluation criterion for "one core","four layers" and "four wings".It puts forward higher requirements for teachers' teaching abilities and students' abilities and accomplishments.As an important part of Geography in senior high school,regional geography has the comprehensive and regional characteristics,and its knowledge points are complex and difficult.With the improvement of national requirements,the difficulty of regional geography is increasing,and the college entrance examination has become more microscopic and in-depth for regional geographical.As a tool for thinking visualization,mind map can't only help students expand their thinking,but also guide students to think deeply,and help students sort out the complex knowledge points in regional geography.In order to study the use strategy of mind map and verify the function of mind map,this paper combs and summarizes the concept,characteristics and function of mind map on the basis of studying the relevant theories of mind mapping.And then I learned about the steps,principles and common methods of drawing mind map.At the same time,I analyzed the role of mind map in regional geography teaching in theory.Then,using the survey method and combined with the research content,this paper designs a questionnaire to investigate the students' understanding and application of mind map,and analyzes that the students have a low degree of mastery and less understanding of mind map.However,students have a high interest in using mind map to assist geography teaching.On this basis,by using the literature research method,and combining with my own teaching experience,this paper summarized the strategies for drawing and applying mind map from three different geographic knowledge types and five different teaching links.At the different geographic knowledge types,from the simplest knowledge points to the geographical elements composed of the simple knowledge points,and then to the regional comprehensive analysis composed of all geographical elements synthesis and space-time synthesis,the difficulty is gradually increasing and the requirements are gradually improving of drawing mind map.In drawing and applying the mind map of knowledge points,teachers can choose the way of drawing in the class to show their own ideas and help students understand knowledge points.On this basis,teachers should also guide students to think deeply and exercise their thinking ability.In the later study,teachers should guide students to use mind maps to connect the old and new knowledge and build a geographical knowledge system.In drawing and applying the mind map of geographical elements,based on the nature of mind map,which show the thinking,teachers should guide students to establish the mind map of each geographical element in the first.The second is to use the mind maps to guide students to analyze the relationship between various geographical elements and build a knowledge system.The third is to use the mind maps to guide students to analyze the impact of changes in geographical elements on other geographical elements.In drawing and applying the mind map of the regions,teachers should pay attention to the geography curriculum standards and examinations,and set different key contents for different regions.Teachers should also pay attention to dividing regions into different time and space scales to exercise the depth and breadth of students'thinking in teaching.In different teaching links,teachers should give full play to the main role of students,guide students to master knowledge points and build a knowledge system and exercise their basic abilities in the process of perfecting the mind map.Teachers should guide students to practice and master the methods of regional geography learning and analysis in the process of using the mind maps.Before class,teachers can use the mind map to sort out knowledge points,sort out lesson preparation links and optimize teaching design.At the same time,teachers should arrange tasks in time to guide students to use the mind map for preview.In class,teachers should give full play to students' main role,mainly display students' mind map,guide students to analyze,comment and improve the mind map.After class,teachers can get more classroom feedback through mind map,and as a basis for self-reflection and summary.In this process,the teachers gradually accumulate teaching experience and improve their teaching level.Students should pay attention to the improvement of mind map and the understanding and memory of relevant knowledge.In the exercise explanation,teachers can not only use the mind map to show the problem-solving ideas,but also use the mind map to summarize.On the basis of mastering the mind map,students can use the mind map to analyze the questions and materials,extract information from materials,contact the learned knowledge,summarize the answers,etc.In the review link,teachers can use the mind map to understand the situation of students,formulate the plans of review,and guide the direction of students' review.Students can use the mind map to make their own review plan.On this basis,students can carry out independent combing,check for shortcomings and supplement missing knowledge,and then make targeted review and exercise exercises.Finally,I use the experimental method to teaching practice research by control variables.Based on the pretest scores and post-test scores of the experimental group and the control group,I verified that the use of mind map in regional geography teaching is helpful to improve students ' geography scores,and it is also helpful to narrow the gap in geography scores within the class.