The Practice And Research Of Problem-Based Learning (PBL) Assisted By Mind Mapping In Senior Chemistry

Under the background of the new college entrance examination,the teaching methods and teaching centers of senior high school education have undergone great changes,constantly changing from "guided learning" to "assisted learning" and from "subject teaching" to "subject education".The purpose is to cultivate innovative and compound talents who can comprehensively use knowledge to solve practical problems,so as to implement the national policies.Classroom teaching in the new era not only imparts knowledge and skills,but also exercises students’ ability to integrate information and solve problems.With the aid of mind map,PBL teaching model is based on the creation of real problem situation,guiding students to raise questions and analyze problems according to the situation,sorting out and concluding problems,knowledge and tasks with the help of mind map,searching for ways to solve problems in group cooperation,and cultivating students’ problem-solving ability and thinking innovation ability.Therefore,the combination of PBL teaching model and mind mapping is imperative.How to maximize the value of both in teaching is an urgent problem to be solved.Based on the theoretical analysis of PBL teaching model and mind mapping,the author constructs a thinking model of PBL teaching model assisted by mind mapping,and analyzes its feasibility in high school chemistry teaching.The research process is as follows:The first stage: This paper combs and analyzes the research status of PBL teaching model and mind map at home and abroad,masters the current research status of this teaching model in the field of education,expounds the connotation,characteristics and elements of the two,and constructs the general idea of mind map assisted PBL teaching model to achieve the effect of "1+1 > 2".On this basis,the research purpose,research methods and research ideas of this paper are expounded,which provides a solid theoretical foundation for the research of this paper.The second stage: The preliminary student questionnaire and teacher interview questionnaire were designed to understand the understanding and use of PBL teaching model and mind map by students and teachers of the author’s practice school.The reliability and validity of the student questionnaire were tested by SPSS software,and the data of students’ questionnaire were analyzed visually with charts.Meanwhile,teachers’ opinions and suggestions on mind mapping and PBL teaching model are summarized to highlight the practicability and necessity of PBL teaching model assisted by mind mapping.The third stage: On the basis of theoretical research and practical investigation,the teaching process of PBL teaching mode assisted by mind map is constructed according to the curriculum standards."Sodium and its compounds" is selected as the teaching theme,the teaching elements are analyzed,and the teaching design is carried out in combination with the teaching objectives and key and difficult points.Finally,it is put into practice.The fourth stage: In A high school in Zhuhai,Guangdong Province,the experimental class of Class A and the control class of Class B of senior one carried out the mind-map-assisted PBL teaching model with "Sodium and its compounds" as an example.The practical effect of this teaching model in high school chemistry was evaluated by taking the students’ learning enthusiasm,final examination results,questionnaire survey results,mind map works and other contents as the evaluation basis.And summarize and reflect on the results of practice.The fifth stage: Based on the above experimental research and analysis of experimental data,the author draws the following conclusions from the research: The mind-map-assisted PBL teaching model can stimulate students’ thirst for knowledge,improve students’ enthusiasm in learning,awareness of classroom cooperation,and ability to extract and integrate information by creating real and interesting problem situations.With the aid of mind mapping,students can improve their innovative thinking,make knowledge more structured,organized and systematic,and help to change the way students learn.Using mind mapping to solve practical problems in learning and daily life has achieved good learning effects to a certain extent.However,due to the short practice time and cycle,the small number of research objects and other factors,the conclusion of this research needs to be further explored and verified.