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在当前教育事业蓬勃发展背景下,素质教育改革的不断深化,新时期对高中生物教学提出了更高的要求。在高中生物教学中,由于学科自身特性,涉及内容较广,知识较为抽象、复杂,学生理解上存在较大的难度。传统的教学方法中,同其他的学科相同的填鸭式教育方法,教师按照教材内容照本宣科,学生被动式学生,主观能动性发挥不充分,严重影响到学生的学习兴趣保持,降低教学成效。基于此,在高中生物教学中应用思维导图方式,有助于学生完善自身知识结构,锻炼思维创新能力,对于学生自我学习能力培养具有十分重要作用。本文主要就思维导图在高中生物教学中运用进行分析,结合实际情况,寻求合理解决对策。
Under the current booming education background, the reform of quality education deepens. In the new era, higher requirements for biology teaching in senior high schools are put forward. In biology teaching in senior high school, due to its own characteristics, involving a wide range of content, knowledge is more abstract, complex, there is greater difficulty in student understanding. In the traditional teaching methods, the same spoon-feeding education method as other disciplines, teachers according to the teaching materials according to the content of this propaganda, students passive students, subjective initiative play inadequate, seriously affecting the students’ interest in learning to maintain and reduce teaching effectiveness. Based on this, the use of mind mapping in high school biology teaching helps students to improve their own knowledge structure and train their ability to think and innovate, which plays an important role in cultivating students’ self-learning ability. This paper mainly analyzes the application of mind map in biology teaching in senior high schools, and tries to find a reasonable countermeasure based on the actual situation.