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思维导图教学是“可视化”教学的一种表现形式。它利用图像化的手段把单一冗繁的文字描述或将复杂抽象的概念用直观化的方式展现,有利于学习主体根据自身的知识结构、思维习惯重新构建和创新构建知识及思维的结构,从而建立适合自身特点的知识体系。本文立足于近年来正在进行的以“导学研讨,互动探究”为主要形式的“先学后教”教学模式,尝试探究如何将可视化教学中的知识导图教学与高中历史高效课堂相结合,在提高教师教学水平的同时调动学生学习的积极性,提高学生的课前自学能力,强化学生在学习中的合作探究效果,培养学生将高中历史知识系统内化的学科能力和思维能力。
Mind map teaching is a manifestation of “Visualization ” teaching. It uses graphical means to describe a single redundant text or the concept of complex abstraction using visualization, is conducive to learning the main body according to their own knowledge structure, thinking habits to rebuild and construct new knowledge and thinking structure, so as to establish Knowledge system suitable for its own characteristics. Based on the teaching mode of “pre-school and post-post teaching” which is mainly conducted in recent years, this paper tries to explore how to make the teaching of knowledge map in visual teaching and high school history efficient Classroom combination of improving the teaching of teachers at the same time to mobilize the enthusiasm of students to improve their self-learning ability before class, to strengthen students in learning to explore the effectiveness of cooperation to develop high school history knowledge system to internalize the discipline and thinking skills .