The Application Of Mind Mapping In Junior High School History Teachin

In recent years,with the continuous attempts of education reform,the country,society,schools and parents have higher requirements for history teaching and learning.The old and rigid mode of thinking has been abandoned,and The Times have made higher requirements.Our current education should not only cultivate students’ thinking and innovation ability,but also lay the foundation for cultivating talents in the new era.As an important course to be learned from middle school to high school,history assumes irreplaceable mission and responsibility.In particular,junior high school history,which is in the enlightenment stage of students’ learning history,undertakes irreplaceable mission and responsibility.The history curriculum standard of junior high school clearly puts forward: "The history curriculum of compulsory education should be based on facing all students,cultivating students’ humanistic quality and promoting students’ all-round development;At the same time,teachers need to update their teaching methods and change the way students learn." This shows the importance of junior high school history teaching.But according to the author’s observation in junior high school history teaching for five years,it is found that there is a very bad problem in junior high school history teaching.Students believe that history is a subject of "memorizing many points",and that they can get good grades by memorizing many points.Therefore,in the process of learning history,many students will ignore the processing ability of historical information and unilaterally memorize isolated historical knowledge according to their own understanding.In the long run,as more and more knowledge is learned,students will find it more and more difficult to learn history by "memorizing more points".As a result,they will become more and more bored with history,forming a vicious cycle.In this way,it will be difficult to meet the requirements of the history course standard for the comprehensive development of students.In view of the situation of students learning history,the author believes that it is necessary to establish historical connection between teachers and students in the process of history teaching,and this connection can be established by using an applicable tool,which is the mind map.Mind mapping is of great help to the improvement of students’ historical thinking ability and innovative spirit.Mind map can show the process of students’ learning and teachers’ teaching with graphic lines,which can help students better understand the thinking process of teachers,and teachers can also understand the thinking process of students according to the mind map.In addition,the educational practice in recent years has proved that mind map can better establish logical links between the fragmentary knowledge points in students’ brains.With the increasing number of knowledge points,mind map can be continuously extended and split outward to form a set of knowledge system that can be fully understood by students,so that their knowledge will be more solid.The seemingly simple mind map has powerful functions,so the rational use of mind map in history teaching can solve some difficulties in teaching and learning.Under the guidance of relevant theories,this paper takes the study of modern Chinese history in Guang ’an Friendship Middle School of Sichuan Province as an example,uses specific classroom cases,relies on the questionnaire survey of students,the interview of teachers,and the analysis of relevant theoretical research results and student achievement,to explore the application of mind mapping in junior high school history teaching.In specific teaching cases,the author will discuss the specific application of mind mapping in pre-class preparation,classroom teaching and after-class links.This paper is divided into five parts:The first part is the introduction,which introduces the domestic and foreign research results of the application of mind mapping in junior high school history classroom and the innovation of this paper.The second part introduces the concept of mind mapping and the significance of using mind mapping in junior high school history classroom teaching,and mainly discusses the feasibility of using mind mapping in junior high school history classroom.The third part investigates students’ understanding of mind mapping through questionnaire survey and the history of junior high school through interview.It is the status quo and existing problems of teachers’ use of mind mapping in classroom teaching.The fourth part introduces the specific application of mind mapping in teaching,and uses specific cases to teach,analyzes the application of mind mapping in the learning of modern Chinese history,and tracks the comparison of students’ achievements before and after using mind mapping.The fifth part introduces the analysis of the problems existing in the application of mind map and the prospect of the future application of mind map.The author hopes that by introducing mind mapping into the history classroom system of junior high school,it can better help front-line teachers apply mind mapping into the classroom,so as to help students improve their learning ability and thinking ability in history,and also change students’ stereotyped influence on history learning.History is not just "back" to "score more",learning history should feel the powerful charm of history discipline.