Research On The Application Strategy Of Mind Map In The Teaching Of Biology Review Lesson At Senior High School

With the gradual development of basic education reform in China,the development of students' core literacy has become the primary task of biology teaching in senior high school.The traditional teaching mode of review class pays more attention to the review and sorting of knowledge,but neglects the construction of the internal logical relationship of concepts,which is disadvantageous for students to form the concept of life and develop scientific thinking.Faced with a large amount of fragmented knowledge in the review process,students are prone to confusion and confusion.As time goes by,students' learning interest and academic level will be affected to varying degrees.Mind mapping,as an efficient visualization tool for thinking,presents the relationship between concepts through lines,colors and images with clear logic and hierarchy,which can fully reflect students' subjectivity in the learning process,improve students' interest in biology learning and cultivate students' creative thinking ability.herefore,this study uses mind mapping to assist teaching in senior high school biology review class,so as to help students improve their learning status and review efficiency.Firstly,literature research is used to analyze the domestic and foreign research on the application of mind mapping in education and teaching.Then through the teaching experiment,the mind map strategy is used to assist the review lesson teaching in the experimental class.For example,the mind map is used to present the knowledge framework when the teaching content is organized in the review lesson,and the mind map is used to analyze the topic information when the comprehensive topic with high difficulty is explained in the exercise class.The control class used the traditional method to review.With the help of learning interest questionnaire and creative thinking test scale,the experimental class and control class were investigated and measured.And compared the academic performance of the experimental class and the control class at the beginning and end of the semester,to explore whether the use of mind mapping strategy can improve students' academic level,learning interest and creative thinking ability.This study also combined with interviews with students to understand their mastery of mind mapping strategies,as well as their experience and difficulties in using mind mapping.Based on the above research,the author draws the following conclusions:Applying mind mapping strategy to senior high school biology review lesson teaching can significantly improve students' academic performance,enhance students' interest in learning biology and enhance students' creative thinking ability,which is a relatively effective review strategy.Therefore,the author suggests that mind mapping can be used as a representation tool of knowledge structure or a problem-solving strategy to assist teachers' teaching and students' learning in biology review lesson teaching.Mind mapping can also be used as an evaluation method to promote the individualized development of students and enhance their initiative in learning.In addition,the sample size of this study is small,the study time is short,and the effectiveness of the measurement scale needs to be improved.In the follow-up study,it can be improved by increasing the sample size and extending the study time.