| The "Compulsory Education Biology Curriculum Standards（2011 Edition）" clearly pointed out that the learning of important concepts should be paid attention to in biology teaching.The important concepts of biology are the elaboration and explanation of the basic phenomena,basic laws and basic theories of life.They are at the center of the subject and play an important supporting role for students to learn biology and related sciences.Teachers should organize and carry out teaching activities around the important concepts of biology in teaching to improve teaching efficiency.However,there are still important concepts teaching methods in junior high school biology teaching that have not yet formed a system,the classroom is still dominated by teachers,and students’ scientific thinking is cultivated.Not in place,low interest in learning biology,and important concepts are scattered and difficult to remember.At present,how to promote teaching reform and change the current situation of students’ rote memorization of important biological concepts and mechanical training is a topic worthy of in-depth study.Mind map is a visual thinking tool,which can organize and systematize important biological concepts through the combination of pictures and texts,promote students’ understanding and memory of important concepts,and also help to cultivate students’ scientific thinking.Therefore,this study attempts to improve the existing problems and enhance the depth and breadth of important concept teaching by applying mind mapping in teaching,in order to obtain good teaching effects.This article takes the contents of the two chapters of "Biology（Volume 7,Grade 1）" of the People’s Education Edition as examples,"green plants are the producers of organic matter in the biosphere" and "green plants and carbon-oxygen balance in the biosphere"."Respiration" and other important concepts have carried out practical research on the construction of important concepts of biology in junior middle school through mind mapping.Two parallel classes in the seventh grade of a middle school in Azuoqi,Alxa League,Inner Mongolia were studied as the research objects,and questionnaires were used to understand the application of students’ mind maps,biological learning interest,scientific thinking level,etc,and at the same time in the process of teaching practice Interviews with front-line teachers were conducted in the middle of the study,and the teaching design was improved based on the interviews with teachers.Then,mind mapping strategies were used in the experimental class and conventional teaching was used in the control class.The main research results are as follows:（1）Before the experiment,there was no significant difference between the experimental class and the control class in the understanding and use of mind maps,the level of scientific thinking,biological learning interest and academic performance;（2）The use of mind maps after the teaching,the understanding and use of mind maps and interest in biology learning of the students in the experimental class were higher than those in the control class（p<0.05）,and the difference was statistically significant;（3）The total level of students’ scientific thinking（21.07）was higher than that of the control class（13.18）（p<0.05）,and in addition to critical thinking ability,the experimental class scored on the subscales of induction and generalization,deduction and reasoning,model and construction,and innovative thinking ability.Both were significantly higher than those in the control class（p<0.05）,and the difference was statistically significant;（4）After using mind map teaching,the academic performance of the students in the experimental class（69.76）was higher than that in the control class（63.03）（p<0.05）,the difference was statistically significant,and the improvement of the grades of the students with high academic level and middle school was more obvious（p<0.05）.This study shows that the use of mind maps in teaching can enhance students’ interest in learning biology,and is conducive to deepening students’ understanding of important concepts,there by promoting the construction of a complete biological knowledge system.Actively think,exercise their ability to generalize,deductive reasoning etc,and improve the level of scientific thinking. |
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