The Exploration Of Using Mind Map To Improve The Review Effect Of Physics High School Entrance Examination

With the development and improvement of educational concepts,more and more attention has been paid to the cultivation of students’ comprehensive qualities,including students’ thinking ability,practical ability,innovation ability and so on.Teachers are also constantly changing their teaching methods to fit the new education concepts.However,the examination methods and college admission policies in China have forced teachers to concentrate their efforts on improving students’ examination results.In recent years,the examination questions have increasingly focused on the investigation of students’ abilities,which requires teachers to put the cultivation of students’ abilities in an important position in the teaching process so that they can obtain ideal scores in the examination.However,the current review mode of entrance examination for senior high school in China has not developed along with the educational concepts.Teachers still use duck-filling teaching,instill a large number of knowledge points to students in a short time,ignore the students’ acceptance ability,and deprive students of the time and right to think independently.Students lack the awareness of active learning,only passively accept,and have poor thinking and innovation abilities.In response to the above problems,combined with the previous theoretical exploration and research results on the review of high school entrance examination,this thesis attempts to introduce mind map into the review of physics senior high school entrance examination.This thesis discusses the teaching strategies,implementation process and possible problems in the teaching of reviewing the high school entrance examination by using mind map,and selects two classes in grade nine of our school to carry out the control experiments.The experimental class uses the review mode of mind map,while the control class still uses the traditional review mode.Three months later,a questionnaire survey was conducted again on the students of the two classes.It was found that to a certain degree mind map can stimulate students’ interest in learning,simplify classroom notes,improve students’ ability of understanding and memory,and build a complete physical knowledge structure system.In order to test whether the thinking ability and understanding and memory ability improved by mind map can be fully utilized in the examination,and whether the knowledge system constructed by mind map can be helpful to students in the examination,the author also compares the average score,excellent rate,passing rate and poor rate of the three physical tests during the experiment,and finds that the ability and performance of the students in the experimental class have been improved to a certain extent,basically reaching the experimental expectations.Therefore,it is feasible to use mind map to review physics high school entrance examination,and it is worth promoting.The full text is divided into five parts.The first part expounds the research background,research status,research value and significance of using mind map to review physics high school entrance examination.The second part investigates the current situation of the review of senior high school physics examination in China.The third part introduces the drawing of mind map and its application in recitation.In the fourth part,the actual effect of mind map applied in the review class of physics senior high school entrance examination is studied through experiments,and the effect is evaluated.The fifth part is the summary and reflection of the full text.