The Study Of High School Geography Thematic Review Strategy Based On Mind Map

Based on a questionnaire survey conducted among senior high school liberal arts students of the Yunnan Experimental School Affiliated to Peking University(now known as Beijing Experimental School in Ndugu District)in the first,second and third years of Senior High School,as well as other schools in Kunming,it is found that although the combination of mind mapping and high school geography has been widely recognized and valued by students,there are still some misunderstandings in the use of mind mapping,the function that the mind map can play in the high school geography topic review can not be really brought into play,therefore the research uses the mind map as the frame sharp tool,the strategy of high school geography review based on topic review is of great theoretical and practical significance.Based on the analysis of the background of the eighth curriculum reform,the interpretation of the theories of double coding and information processing,and the application of questionnaire,action research,educational experiment,etc.,this paper discusses the topic-based review strategy of geography in senior high school based on mind map from two aspects of theory and practice.Theoretically,1.The formation of high school geography topic review strategy:(1)analyze the content,clarify the review system;(2)extract the theme,decompose the key words;(3)draw a mind map to guide the theme-based review teaching design.2.Formation of high school geography thinking map Operation Strategy:(1)master drawing skills,avoid common problems;(2)follow the six drawing requirements: the central theme prominent,thinking around the theme of divergence,divergence with logic,hierarchy,clues are clear;pictures and text,equipped with atlases,try to replace words with pictures;bright colors,collocation is reasonable;avoid large excerpts,do not copy;when in doubt,you can set mind map problem chain;(3)eliminate the three big drawing mistakes: avoid large text excerpts,avoid branch grade inconsistent,avoid“Imbalance”,avoid“Make up the number”;(4)develop evaluation criteria to promote learning evaluation.3.The integration strategies of topic-based review and geographical mind mapping are:(1)“Teaching” strategy;(2)“Learning” strategy.4.The basic principles for the implementation of the strategy are as follows:(1)the functional area of mind map should be precisely positioned,and the key link should be the review link;(2)mind map to promote the implementation of hierarchical,in line with development needs.(3)the integration of geographical elements of mind map is consistent with comprehensive thinking.(4)thought map drawing standard geography,emphasize drawing talk.From the practical level,(1)through questionnaire investigation and action research,the author summarizes the present situation of the application of mind mapping in geography teaching in senior high school,(2)realizes the self-systematization of students’ knowledge by using the theme-based review strategy of mind mapping,2,let students learn to process and model all kinds of knowledge points and problem types,(3)let the cultivation of geographical core literacy show in front of teachers and students by means of drawing logic,knowledge surface,clue cause and effect,prediction and inference,(4)the application of mind map in geography reflects the characteristics of geography itself,such as comprehensiveness and Difference,science and humanity,subject blending,etc.,the combination of the two integrated a unique geographical standard in line with the geographical thinking map resources.To sum up,the functional area of mind mapping is to locate the key link of review,to emphasize the orientation of the main line of link,to grasp the relationship between man and Earth,to implement the standards of comprehensive thinking and geographical mapping in accordance with the needs of development,and to follow the laws of education,by mining the accumulated resources and using the visualized tool of mind map,we can find out the effective strategy of the topic-based review in high school geography.