Research On The Application Of Mind Map In The First Review Of Biology In Senior High School

The trend of talent cultivation in various countries around the world is towards "multi functional" and "composite",and there is a strong demand for interdisciplinary talents in various countries.The 2017 version of the new curriculum requires students to develop scientific thinking habits,develop a positive scientific attitude,cultivate lifelong learning awareness and innovative practical abilities,and acquire biological knowledge through active participation.In coordination with these educational policies,the "Fourteenth Five Year Plan" for the Development of Education in Shaanxi Province,formulated by Shaanxi Province,points out that the college entrance examination model of "3(outside the language and mathematics)+1(physics/history)+2(biology,politics,chemistry,and geography optional subjects)",focusing on the comprehensive and developmental evaluation of students,will comprehensively implement the college entrance examination reform in high schools in Shaanxi Province in 2025.Mind mapping has outstanding performance in improving learning ability,achieving interdisciplinary integration,and forming a knowledge network between disciplines.Applying mind mapping to senior high school biology review classes can provide teachers with new teaching models,provide students with new learning methods,improve students’ participation in review classes,and cultivate students’ core biological literacy.However,the promotion of mind mapping teaching methods in senior high schools in China is still at an early stage.For the promotion of mind mapping teaching methods,senior high school biology teachers’ main focus is on how to organically combine mind mapping teaching methods with biology review classes,so that senior high school biology review can achieve twice the result with half the effort.This study aims to understand the current application of mind mapping at home and abroad through consulting literature and books,and to understand the application of mind mapping teaching methods by biology teachers in our school through issuing questionnaires and setting an interview outline.The results obtained are as follows:(1)The vast majority of teachers themselves have only a partial understanding of the teaching methods and practical applications of mind mapping.Teachers lack systematic training and self-learning of mind mapping teaching methods,and lack application experience in using mind mapping tools for teaching.(2)Teachers mainly use mind mapping in preview and review classes,while no teacher uses mind mapping in teaching new classes.(3)Most teachers agree with the teaching effect of using mind mapping teaching methods,while a small proportion of teachers have doubts about the teaching effect of mind mapping.On the one hand,the reason may be that the frequency of using mind mapping teaching in their own teaching is very low.On the other hand,more than 80% of students in our school have weak basic knowledge and poor self-learning ability,Unable to effectively use the mind mapping learning methods taught by teachers in the classroom for self learning outside the classroom.(4)The main difficulties encountered by teachers in the application of mind mapping teaching methods include: students’ weak thinking ability cannot keep up with the teacher’s pace of class;The drawing of mind maps consumes a large amount of classroom time and delays teaching progress,causing pressure on teachers.Based on the survey results,reading relevant literature,and pedagogical theories,this study selected three chapters from the compulsory course of high school biology in the People’s Education Edition,and applied the mind mapping teaching method in different review class types.It is hoped that the review class can be used as a starting point for front-line teachers to provide teaching reference,and by analogy,the mind mapping can be applied to other class types besides the review class.In order to conduct a quantitative analysis of the effectiveness of teaching practice,two classes of students with comparable academic performance and scientific thinking abilities were selected as the experimental subjects,with Class 10 of Senior Three as the experimental class and Class 11 of Senior Three as the control class.The experimental class adopted the mind mapping teaching method,while the control class continued to use the traditional teaching method.After more than half a year of teaching practice,data on final exam scores and scientific thinking ability testing scores were collected and statistically analyzed using Excel and SPSS for the post test data of students in two classes.The results showed that:(1)The application of mind mapping teaching can help students improve their academic performance;(2)The application of mind mapping teaching enhances students’ desire to actively think about problems;(3)The application of mind mapping teaching can help students effectively return to textbooks;(4)The application of mind mapping teaching improves students’ ability to organize knowledge frameworks;(5)The application of mind mapping teaching can improve students’ scientific thinking ability,but there are gender differences in the improvement effect.It can significantly improve boys’ scientific thinking ability,but the improvement effect on girls’ scientific thinking ability is not significant.According to the research results,it can be seen that applying mind mapping to the biology review stage is indeed helpful for the development of the teaching process and the improvement of teaching effectiveness.However,the sample size of this study is small and the research time is limited.In order to further confirm the experimental results,teachers can be trained in mind mapping teaching methods by grade in municipal high schools.After the training,mind mapping can be applied to classes of different subjects in different grades of high schools.In each teaching and research activity,teachers can evaluate each other and improve the teaching methods,With a view to truly applying the mind mapping teaching method to domestic education.In addition,mind mapping is just one of many teaching methods.In teaching,it is necessary to flexibly design teaching based on the content taught,and combine mind mapping tools with various teaching methods to better meet the divergent and open characteristics of mind mapping itself.