The Influence Of Mind Map Application Strategies On Training Junior Middle School Students' Problem Solving Ability

In the context of the new educational era,how to effectively develop students' higher-order thinking skills is one of the issues of great concern in the teaching of biology,and problem-solving skills,as an important component of higher-order thinking skills,are particularly important in the education reform for the effective cultivation of students' problem-solving skills.Thinking maps can visualise the thinking process and form a meaningful construction of information through the collaborative mobilisation of the left and right brain,thus optimising the problem-solving aspect and offering unique advantages in the development of problem-solving skills.With this in mind,this study uses independent mind mapping strategies and collaborative application of mind mapping strategies in the classroom and incorporates them into a constructed problem-solving teaching model with a view to developing students' problem-solving skills.This paper uses the literature research method to analyse the current status of research on problem solving skills and mind mapping strategies.The study finds that there is little attention paid to the development of problem solving skills in current biology teaching,and there is not a wealth of research on the application of mind mapping strategies to the development of students' problem solving skills.After completing the definition of the core concepts,the study of relevant educational theory research,based on this,to explore the feasibility of applying thinking maps to develop students' problem-solving skills,to lay the foundation for later empirical research.The survey found that students' problem awareness is weak and their processing of information is inefficient,resulting in poor problem representation and analysis,as well as a lack of ways to explore problem solving strategies and a weak sense of reflective evaluation.Through the analysis of the survey results and the results of the teacher interviews,a teaching model for developing students' problem-solving skills based on a thinking map strategy was designed.After completing the teaching practice according to the established teaching model and teaching strategies,the following experiments were analyzed Conclusions:(1)Overall,the classes that applied the thinking map strategy showed significant differences(P<0.01)in both problem solving skills and knowledge levels compared to the classes that did not apply the thinking map strategy,indicating that the strategy had a positive impact on(2)In terms of the dimensions of problem solving skills,the collaborative application of the Thinking Maps strategy had an increase in all five dimensions(problem identification,problem representation,problem analysis,problem solving strategies,and reflection and evaluation),while the independent application of the Thinking Maps strategy had an increase in all dimensions except reflection and evaluation,indicating that the Thinking Maps strategy is effective in(3)the study explored the effect of gender differences on the development of problem solving skills,there was no significant difference in problem solving skills between male and female students before and after the experiment(P>0.05),indicating that the problem solving skills development process does not need to pay undue attention to the impact caused by this aspect;(4)the findings show that thinking maps are useful for enhancing students' interest and motivation,and is a proven learning method.