Using Mind Map Assignments To Promote Deep Learning Of Biology In Senior High School

The construction of biological knowledge system is a new requirement of the new curriculum for biology teaching.However,due to the complex concepts of biology in high school,many students still have a superficial understanding of knowledge and lack of connection after learning new courses.Mind maps help learners visualize lore and sort out the connections between lore.Therefore,the goal of this study is how to promote high school students' deep learning of biology through mind maps.This paper used literature research,questionnaire survey and quasi-experimental research,etc.,and conducted practical research on the use of mind map assignments to promote students' deep learning.First,based on the survey results of the current situation of biological deep learning among senior two students,a mind map drawing strategy and evaluation strategy are designed.Then,set up an experimental class and a control class,the experimental class implements after-school mind map assignments,and the control class adopts routine assignments.Analyze the changes of deep learning questionnaires,changes in grades,changes in the effect of mind map drawing in experimental classes,and questionnaire data on the implementation of mind maps.The results show: Mind map significantly promotes the deep learning of biology for senior two students,among which "interest and attitude","understanding and connection","reflection,construction and application" have been significantly improved.The overall promotion effect of criticism and questioning is not significant;Mind mapping for a long time can significantly improve grades.In a short period of time,mind mapping has a significant effect on improving the grades of students entering the middle and upper classes,but it has no significant improvement for underachievers;The paired sample T-test results showed that the learning and application of drawing strategies made the level of mind map drawing significant.Relevance analysis results show that mind map drawing' level after training is prominently positively correlated with grades;In addition,the results of student questionnaires show that students' emotions towards mind maps are generally positive and they agree with the application of mind maps Value,mainly in terms of being able to effectively understand knowledge,clarify knowledge relationships,build knowledge systems,and develop and improve learning strategies.Based on the above results,the study suggests that biology teachers can teach mind map learning strategies,and arrange mind map assignments appropriately to promote students' deep learning...