Research On The Application Of Mind Map In High School Geography Review Class

Under the promotion of the new education reform and the new college entrance examination,cultivating students’ thinking ability and core literacy has become an important goal of current teaching.Therefore,changing the teaching mode and adopting efficient and practical teaching methods is the breakthrough direction of high school geography review course.As an effective graphical thinking tool for expressing divergent thinking,mind maps can be used in high school geography review classes to help students learn how to "learn efficiently" and meet the requirements of the new education reform and the new college entrance examination.Through the literature research,the basic theories involved in mind mapping(constructivist learning theory,schema theory and information processing learning theory)are reviewed,which provides a theoretical basis for formulating the construction process and principles of mind mapping.To understand the application status of mind mapping in high school geography review class through questionnaire survey.Combined with the survey results,a teaching path for the application of mind maps in the high school geography review class was designed,and the teaching practice was carried out by taking "Weather System" as an example,and a control experiment was set up.According to the problems reflected in teaching practice,the teaching path has been improved.The improved teaching path mainly includes "Brief description of construction goals","Construction of mind maps","Consummate mind maps","Memorize mind maps" and "Detect application effects" five links,and taking "the development of ecologically fragile Regions-taking Loess Plateau" as an example,the improved teaching path is practiced again.Through the above research,the following conclusions are drawn:1.The efficiency of high school geography review courses is low,and the students’ ability to apply mind maps is poor.At present,the method of "teacher indoctrination,students’ understanding,and exercise training" adopted in high school geography review class makes students’ ability to answer new questions low,review efficiency is not high,and students’ thinking is solidified.Most students will not construct and use mind maps for systematic review in a short period of time.Although teachers recognize the role of mind maps,due to the ability of students to apply mind maps,mind maps have not been widely used.2.The application effect of mind map in high school geography review class is good,but there are obvious shortcomings.Mind map has certain effects in improving students’ review efficiency and cultivating thinking ability,but the effect of short-term application on rapid improvement of students’ thinking ability is not obvious;the lack of consolidation of mind map results is not conducive to improving students’ review.In addition,the teaching path of applying mind map review cannot guarantee the integrity of the classroom and hierarchical teaching.3.The application of mind maps in high school geography review courses is not universal due to the differences in the content of geography courses,and is not suitable for the first round of review after new classes,and the textbook-type mind maps cannot be very in-depth in depth.Good in line with the trend of college entrance examination proposition.4.The actual teaching application of mind maps also needs the support of relevant strategies,including expanding the application period and scope of application of mind maps;determining the construction form of mind maps according to the review stage;digging deep into test sites,conducting mind map micro-topic teaching and use group cooperative construction methods to achieve hierarchical teaching and so on.