| The General High School Biology Curriculum Standards(2017 Edition Revised2020)suggests that teachers should not only teach biology,but also focus on cultivating students’ lifelong learning skills and developing their core literacy.The new curriculum reform also requires teachers to change their teaching concepts from traditional subject-centered teaching to an education that focuses on the overall development of students.And the formation of students’ core literacy is influenced both by the way teachers teach and by the way students themselves learn and their learning processes.In actual teaching,the key to implementing core literacy in biology is to change the traditional passive receptive learning style to an inquiry-based active learning style.In high school biology courses,students often have difficulty remembering and are not interested in learning biology because of the complicated and trivial knowledge points.As a visual thinking tool containing elements such as words,symbols,colors and pictures,mind maps can visually present complex information,stimulate the brain’s creativity,give full play to the learner’s initiative,and visually show the inner connections between knowledge,which helps improve students’ systematic understanding of knowledge.Therefore,this study attempts to apply mind maps to high school biology teaching in an attempt to improve students’ difficulties in memorizing knowledge points and low interest in learning biology in order to optimize teachers’ teaching methods and students’ learning styles,and thus improve teaching effectiveness.In this study,literature research method,interview method,questionnaire method,experimental research method,and classroom observation method were used to study the application of mind maps in high school biology.(1)Overview of the concept,origin,characteristics,drawing and uses of mind maps through literature research,and review of the current status of domestic and international research on mind mapping in subject teaching.(2)In this project,the students and teachers of the second senior high school in Shangshui County were investigated using questionnaires and interviews to understand the current situation of applying mind maps in high school biology classroom,teachers’ and students’ attitudes toward the application of mind maps in biology classroom teaching,and to construct a teaching strategy for high school biology based on mind maps based on this investigation.(3)In this study,two parallel classes with no significant difference in academic performance were selected for the study.The experimental class was taught by mind mapping and the control class was taught by regular teaching.After a semester-long teaching practice,the effectiveness of classroom teaching was evaluated in terms of students’ final exam scores,note taking,classroom performance and interview results.(4)Statistical analysis software SPSS26.0 was used to analyze the relevant data,and the main results were as follows:(1)Students’ final examinations: the average score of the experimental class was 61.56,and the average score of the control class was 57.20,and the average score of the experimental class was higher than that of the control class by 4.36 points,P=0.037(P<0.05),and there was a significant difference between the biology scores of the experimental and control classes.(2)Classroom performance: students in the experimental class performed better.In particular,students answered questions more actively and correctly;classroom discipline improved significantly,and the number of students sleeping and talking in class decreased significantly;students paid more attention,discussed questions more actively,and more students asked questions in class.(3)Post-class notes situation: students in the control class used the traditional outline type of notes,while students in the experimental class used a mind map to organize their post-class notes,saving a lot of time for making notes.(4)After one semester of teaching practice and interviews with teachers and students in the experimental class,we found that students in the experimental class had increased their interest in learning and tried to apply thinking maps to other subjects.The above findings suggest that the application of mind maps to optimize instruction has had multiple positive impacts on high school biology classrooms.The specific manifestations are: improving students’ learning efficiency and academic performance;optimizing students’ learning style;enhancing students’ motivation and initiative in learning;helping students understand the connection between knowledge points and improving their ability to use knowledge to solve problems in a comprehensive manner.This study constructs application schemes and teaching cases based on thinking map strategies in the context of the new curriculum and new teaching materials,aiming to provide reference and reference for front-line teachers and related scholars. |
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