The Practical Study Of The BOPPPS Teaching Model Assisted By Mind Mapping In High School Chemistry Teaching

In order to cultivate innovative and practical composite talents in line with the development of the times,and to make up for the shortcomings in current teaching such as lack of initiative on the part of students,dull classroom atmosphere,and emphasis on knowledge rather than ability,various high schools actively seek novel and efficient teaching models to optimize classroom teaching.The BOPPPS teaching model advocates that teachers use clear goals as guidance,and teaching is designed around six interconnected teaching elements as a framework.It is a new teaching model that guides students to participate actively and give immediate feedback during the teaching process,while mind maps have the advantages of networking,structuring,and visualization.Based on this,this study introduces the BOPPPS teaching model and mind map into classroom teaching,constructs a mind map-assisted BOPPPS teaching model,aiming to improve students’ classroom participation,promote their deep understanding and application of knowledge,enhance their logical thinking level,and help them develop good habits,providing reference for high school chemistry teaching.This article examines the research status of the BOPPPS teaching model and mind maps both domestically and internationally through literature research methods,defines the concepts of the two and analyzes the relevance of constructivist learning theory,zone of proximal development theory,cooperative learning theory,and visual thinking theory to the theme of this research,thereby providing theoretical guidance for subsequent research.Prior to practice,the current situation of students’chemistry learning interest,learning ability,learning attitudes,and classroom participation were investigated through questionnaire surveys,teacher interviews,and in-depth observations in actual classes.Under the guidance of theory,combined with the analysis of current situations,the feasibility of combining mind maps with the BOPPPS teaching model was analyzed,a mind map-assisted BOPPPS teaching model was constructed,and specific implementation procedures were proposed based on clear implementation principles.After carefully reading the new curriculum standards and analyzing the old and new editions of the People’s Education Press textbooks,the contents of "sodium carbonate and bicarbonate","repetition class on amount of substance" and "iron salts and ferrous salts" were used as examples.With the BOPPPS teaching model as the basis,mind maps were integrated as a visual learning and teaching tool in pre-class basic knowledge sorting and warm-up tasks,in-class problem-solving and breakthroughs of major difficulties,as well as post-class summarizing and consolidating,selecting two classes from a school in Wuzhong City that had comparable levels for practical teaching.After practice,the effectiveness of this model was evaluated comprehensively through student works evaluation,learning process observation,paper-and-pencil testing,student questionnaires,and teacher-student interviews,followed by summary and reflection based on the practice results.The research results showed that the combination of mind map and BOPPPS teaching model is helpful to the landing of core literacy,and can provide reference for high school teachers’ teaching.Under the BOPPPS teaching model assisted by mind map,the interaction between teachers and students and between students increases significantly,and the atmosphere of the class is more active.Students can solve problems more clearly and efficiently with the help of mind map.The students’ learning interest and learning ability have been improved quickly and the study habits have been improved obviously.Therefore,this model has certain value in the teaching of high school chemistry and is worth further exploration and research.