Research On The Strategy And Practice Of Mind Mapping In The Review Teaching Of Large Physics Units In Junior High School

Cultivating students’ core literacy is the rhetoric of the new era of curriculum reform in junior physics.At present,there have been many studies on the implementation of core literacy,but there have been relatively few studies on the implementation of core literacy in physics revision lessons.In fact,revision lessons are a consolidation and enhancement of knowledge,especially those based on large units,which are concerned with the integration of knowledge and the refinement of big concepts,so physics revision teaching is also the main site for implementing core literacy.As a visual teaching tool,a mind map can be used to transform abstract knowledge into visual knowledge,systematise complex knowledge,facilitate students’ understanding and memory,and help students to review more efficiently.This study uses brain science theory,constructivism theory and schema theory as the theoretical basis to explore the teaching strategies of mind mapping in the revision of large units of knowledge and exercises in junior high school physics,and conducts a three-month practical study to demonstrate the role of mind mapping in improving the efficiency of students’ revision lessons.In the research process,the author firstly understands the current status of research related to mind mapping through literature research method;then sets up the current situation of students’ learning in revision class and teachers’ teaching in revision class through questionnaire survey method respectively to find out the reasons for the current inefficiency of revision class.Based on the underlying theory,the current state of research,the questionnaire survey method and the psychological characteristics of junior high school students,the teaching strategies for knowledge-based and problem-based revision lessons are summarised and such teaching strategies are applied to actual teaching.After formulating the strategies and practising the research,the author found that applying thinking maps to junior high school physics large unit review teaching can help students integrate unit knowledge,grasp the meaning of the unit as a whole,exercise thinking skills as well as enhance their interest in learning physics.This study has implications for the teaching of large-unit revision in junior high school physics.