The Practical Research Of Mind Mapping In The Cultivation Of Life Concept In Biology Teaching Of Senior High School

The biology curriculum standard for senior high school（2017 Edition）specifically proposes that the core literacy of biology in senior high school mainly covers four parts:life concept,scientific inquiry,scientific thinking and social responsibility,and takes cultivating core literacy as the core purpose of biology curriculum in senior high school.Among them,the concept of life belongs to the unique core literacy of biology,which is the key to distinguish it from other disciplines.At this stage of theoretical research and practice,many people still lack a comprehensive understanding of the concept of life,and teaching research is also relatively lacking.Therefore,it provides a more clear research direction for this research.It is hoped that after scientifically exploring the connotation of the concept of life,they will take the initiative to focus on the biology curriculum in senior high school,It also introduces mind mapping,a widely popularized and highly praised teaching method,in order to objectively collect the problems existing in shaping life concept literacy through mind mapping in current curriculum teaching,and put forward necessary teaching improvement strategies to promote the cultivation of life concept scientific literacy in senior high school biology curriculum teaching.This paper actively grasps the relevant theoretical research and practical results at home and abroad at the present stage.After selecting the research object,this paper actively investigates the current situation of using mind mapping to promote the cultivation of scientific literacy of life concept in biology teaching in senior high school.Through the investigation and analysis results,it is considered that the main problem at present is that teachers lack the research on the theoretical knowledge of life concept The research on the strategy of cultivating the concept of life needs to be improved urgently,and the way of evaluating students is single.This paper actively carried out teaching experimental research,focusing on the contents of molecules and cells,genetics and evolution and other courses of biology as experimental teaching contents,actively analyzed the life concept contained in the course content,clarified the teaching value,and defined the thinking map teaching strategy for cultivating the core quality of life concept of Biology,it is suggested to make good use of the carrier of mind map to construct biological model,implement analogical reasoning,create teaching situation,demonstrate the history of biological science,promote experimental exploration,and actively form a reliable path to cultivate the concept of life.In this paper,the content of "cell membrane system boundary" module of "molecules and cells" is further selected to design and organize experimental teaching.After the implementation of teaching,the effect of experimental teaching is verified by means of questionnaire and student test,and the teaching effectiveness of mind map in cultivating the core quality of life concept in senior high school biology teaching is comprehensively evaluated through the investigation results,the comparison of pre-test and post-test results,and the progress in the application of students’ classroom notes and mind map.Finally,the article also evaluates and analyzes the mind map and knowledge pedigree drawn by some students based on the teaching content of genetics and evolution,which further supports the role of mind map in the cultivation of the core quality of biological life concept in senior high school.The research conclusion of this paper aims to provide feasible reference and Enlightenment for the teaching practice of biology course in senior high school,and effectively promote the value of mind mapping in cultivating the core quality of life concept of senior high school students.