Application Research Of Mind Mapping In The Review Class Of The Third-year Junior High School History Topic

It is essential to determine educational objectives and pick suitable teaching techniques based on the teaching material,as the new curriculum reform and standards are continually deepening.The comprehensive,in-depth,and systematic review of the history special topics in the third grade is an effective way of review,while mind mapping is a tool for presenting information and knowledge integration in a visual way.Theoretically and practically,the utilization of mind mapping in the assessment of history special topics in third grade is of great value for teaching,thus necessitating research.To further explore the application of mind mapping in the revision class of third-year junior high school history topics,relevant research on "mind mapping and history" was collated and analyzed as the theoretical basis for the study.In addition,a survey and analysis of the current situation of mind mapping in the revision class of third-year junior high school history topics was conducted at a school in Province S as the practical source of the study.Firstly,based on the basic theories of the revision class of third-year junior high school history topics and mind mapping,it was found that there was a mutual relationship between the two.Then,through student questionnaires,teacher interviews,and comparative experimental analysis of teaching effects,some problems with the application of mind mapping in the revision class of third-year junior high school history topics were discovered,such as inadequate understanding of mind mapping,overly mechanical mind map production,inappropriate application scenarios,and lack of practical experience among teachers and students.Secondly,principles that mind mapping should follow when introduced into the teaching of the revision class of thirdyear junior high school history topics were proposed based on these problems,and corresponding teaching strategies were suggested.Teachers should follow six principles when using mind mapping in the revision class of third-year junior high school history topics: systematic principle,student-centered principle,practical principle,innovative principle,cooperative principle,and gradual principle.Strategies for teaching in the revision class of third-year junior high school history topics encompass a range of approaches,such as beginning with a mental map to spark curiosity and give an overview,and utilizing mind maps to elucidate history.Organizing logic,analyzing key points,utilizing mind maps to stimulate divergent thought,and delving into topics through collective collaboration and thorough growth-these are all ways to foster thinking.A lesson plan,crafted to assess the teaching effects of mind mapping in the revision class of third-year junior high school history topics,was finally crafted using the world ancient history topic as an example.The use of mind maps in the review classes for the history subject in grade three has significantly improved the teaching effectiveness.In actual teaching,history teachers need to keep up with the pace of the times and explore more efficient teaching strategies for incorporating mind maps into the review classes for the history subject in grade three,so as to provide more innovative ideas for history teaching.