Research On Teaching Strategies Of Developing Students’ Triple Representational Thinking Based On Subject Mind Mapping

The modern society of the 21 st century is an era of rapid development of information,and the knowledge of mankind is constantly accumulating and developing.Facing the knowledge of vast ocean,the learning way of thinking weakening will be difficult to cultivate the real modern talents.The talents of the new era should learn to study independently and efficiently,and have good thinking quality and comprehensive quality to better adapt to the development of modern society.In 2020,the Ministry of Education issued the revised version of Chemistry Curriculum Standards for Ordinary Senior High Schools.In order to promote the transformation of talent cultivation mode and reflect the educational goals of the new era,the paper proposed five core qualities of developing students’ chemistry.The identification of "macro and micro analysis" "evidence reasoning and model recognition" and other requirements can be well highlighted the chemistry discipline from the combination of macro and micro,chemical symbol for characterization of unique Angle of view of matter and its changes,reflects the culture "macro-micro-symbol" triple characterization of the importance of thinking to study chemistry discipline knowledge.Based on the educational background and status quo of China,the author analyzed the research status of mind mapping and triple representation at home and abroad on the basis of consulting a large number of literature,determined the purpose,significance,research ideas and methods of this study,and defined the concept of subject mind mapping and chemical triple representation thinking.Ausubel’s meaningful learning theory,Ellen page d the dual coding theory and so on the related theories of pedagogy as a guide,combined with shortcomings in the course of high school chemistry teaching and the investigation and analysis of the triple characterization of students thinking,mind mapping is proposed based on subject teaching strategies of developing student’s triple characterization of thinking:（1）to the old new,to strengthen the bonds of old and new knowledge;（2）Combination of text and text,rational use of subject mind mapping;（3）Strengthen the consciousness of representation,pay attention to the cultivation of triple representation thinking.According to the proposed teaching strategies and students’ thinking level,the author chooses the conceptual knowledge of "quantity of matter" and "molar volume of gas" to carry out teaching design,and uses these as teaching cases to carry out teaching practice in experimental class and control class.Finally,SPSS26.0software was used for statistical analysis of the students’ scores before and after the test.Combined with the interviews of the students in the experimental class,the changes of the students’ triple representational thinking and their scores before and after the practice were evaluated from the quantitative and qualitative perspectives.The results show that the teaching strategies proposed in this study can promote the development of triple representation thinking of students to a certain extent,improve students’ understanding and memory ability of knowledge,and improve students’ performance to a certain extent.However,due to the author’s lack of thorough study of the relevant theories of triple representational thinking,his limited scientific research ability and teaching ability,and short practice time,there are still many deficiencies in the teaching strategies and research process proposed in this study,which need to be further developed and improved in teaching and research in the future.