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妣浴权
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1 10394 G633.8 Z The Application of Mind Mapping in the Teaching of Chemistry Book II in Senior Middle School

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5 Abstract Abstract Mind mapping, which was invented by the British idealist Tony in 1960's, is a kind of efficient thinking tools to express one s idea. It is a tool that can help people to analyze and compose faster. Therefore, it has been widely used in various fields. Although it has been developed for many years overseas, in the China it is only at an early stage of development for more than that of a decade. In learning chemistry, China s students may understand but still lose it, which will make them lose interest and heart. That is because the students cannot well understand the construction frame of the concept and problems given. They just memorize the experiment knowledge and facts, without forming kind of framework of the knowledge, which make them fail at the major questions though winning the minor ones. It is far from enough for the students who just memorize to learn chemistry idea and concept. Positivily thinking, observation and analysis are required instead, to which mind mapping can be applied, because it can show the framework of the chemical knowledge and help the students understand and grasp the core of it. So we will study the effect of the mind mapping teaching in senior middle school chemistry Book II in the following three aspects: (1) To develop the students interest and attitude. (2) To find a method to improve the efficiency of chemistry teaching. (3) To motivate the student at positive learning and improve their ability of cooperation and study. In this paper, several methods of research are applied as follows: literature study method, experimental method, interview method, investigation method, observation method, statistical method and so on. The process will be practiced in a senori middle school in Zhangzhou, where comparison will be made between a parallel class and a common class to test the teaching effect of the mind mapping. The parallel class which is applied with mind mapping is the experimental one, and the common class which conventional teaching is a comparative one. The result shows that the experimental one is superior to the other one containing in the attitude, interest, score and ability in studying III

Although it has been developed for many years overseas, in the China it is only at an early stage of development for more than that of a decade.

6 chemistry. Key words: mind mapping, senior middle school chemistry, instruction of chemistry in senior middle school, strategy of education IV

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16 20 60 (Mind Mapping Mind Map) [6]

18 Tony Buzan 1999 BBC

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32 75% 1 3ml 2CH 3 CH 2 OH + 2Na 2CH 3 CH 2 ONa + H ml

33 2 2CH 3 CH 2 OH + O 2 2CH 3 CHO + 2H 2 O

34 ? --- v A = C (A) / t mol/(l min) mol/(l s) A B A + 2B = 3C 2 min A 1 mol/l 0.8 mol/l B 1.2 mol/l 1 2 min B C 2 A mol/l 0.6 mol/l mol/ L min 1 6 ml 12% H 2 O

35 ml4% H 2 O ml 4% H 2 O 2 6 5ml 12% H 2 O 2 0.2mol/LFeCl

38 4 1 A B

39 2 2 a 3 H 2 SO 4 4 b

41 30 Z 1 H 0 µ 1 = µ 2 H 0 µ 1 µ 2 ( ) 2 S n 4-1 S n 2 2 = S1 S2 n + n S 1 S n 1 n t t Z Z Z

42 Z X X S 1 2 = 4-2 n X 1 X S n α 1 α = 0.05 Z 1.96 Z > 1.96 Z < α = 0.01 Z 2.58 Z > 2.58 Z < Z Z < 1.96 Z >

43 Z Z Z < 1.96 Z >

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51 [1]. [M]., [2],,. [M]., [3]. [M]., [4]. [J]., [5]. [M]., [6]. [M]., [7]. [J]., 2007(12). [8]. [J]., 2007(8). [9]. [J]., [10]. [M]., [11]. [J]., 2009, (8). [12]. ( )[M]. :, [13],. [J]., 2005(5). [14],. [J]., 2005 (10). [15]. [J]. 2010(8). [16],. [J]., 2004(8). [17],. [J]. ( ), 2009(4). [18]. [D]., [19]. [J]., 2000(4). [20]. [D]

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53 [36] Nesbit J. C., Adescope O. O.. Learning with concept andknowledge maps: A meta-analysis [J]. Review of Educational.Research, 2006(76): [37] Mento A. J., Martinelli P., Jones R. M. Mind mapping inexecutive education: applications and outcomes [J]. Journal of Management Development, 1999, 18(4): [38],. - [M]. :, 2004, 15. [39]. [M]., [40]. [M]. :, [41]. [M] [42]. [M]., [43]. [J]., 2001(8) [44]. [J]., 2008(12). [45]. [J] (4). [46],,. Word [J]., 2010(11). [47]. [M]., [48]. [D] [49]. [M]. :, [50]. [M]., [51]. [M]., [52]. [J]., 2004(6)

59 2 2 1?

61 3 3 1 A B C D 2 A B C D A 8 12 C B CH 2 CH 2 C Cl D CH 4 4 A 2H 2 +O 2 =2H 2 O C CaCO 3 =CaO+CO 2 5 B NaOH + HCl = NaCl + H 2 O D Na 2 CO 3 +2HCl=2NaCl+H 2 O+CO 2 A Na Mg Al B HClO 4 H 2 SO 4 H 3 PO 4 C Na SiO 2 CO 2 D HCl H 2 S PH A A C B D

62 7 A B C D 8 1 mol 8 mol A B. C. D A B C D (NH 4 ) 2 SO 4 11 A NaOH B H 2 SO 4 C Cu(OH) 2 D Na 2 CO NH 3 (g) 5O 2 (g) 4NO(g) 6H 2 O(g) A υ υ =0 B O 2 C 2υ NH 3 3υ H 2 O D x mol NO x mol NH 3 13 MnO 2 H 2 O 2 / A MnO 2 12%H 2 O 2 5ml 50 B MnO 2 4% H 2 O 2 5ml

63 3 C 12%H 2 O 2 5ml 50 D 4% H 2 O 2 5ml SO 2 O 2 2 L 2 min 0.8 mol SO 3 O 2 1 A 0.05mol L 1 min 1 B 0.1 mol L 1 min 1 C 0.2mol L 1 min 1 D 0.4mol L 1 min 15 A B KMnO 4 C CH 4 Cl 2 D CCl 4 16 A B C D 17 A C 4 H 10 B C D (C H O ) n 18 A B C D 19 (C 2 H 6 O) II I

64 A B 1 mol 3 mol C 1 mol 1 g H 2 D 20 A B C D 21 COOH OH KMnO 4 NaOH A B C D 22 COCl 2 (g) Cl 2 (g) CO(g) 2.0 L 1.0 mol COCl 2 (g) t / s n(cl 2 ) / mol A Cl s 2 4 s B 0 2s C 6s D COCl 2 60%

65 D T 16 O 2 17 O 2 H 2 O H 2 O 2 CH 3 COOH HCOOCH 3 CH 4 CH 3 CH 2 CH 3 2 NaCl NaOH kpa mol kj 24 A J A D F G J B C E H I 1 A F 2 D 3 B C 4 E I X 5 F 66 X X 8 X

66 1 mol A 32.5 g B 32.5 g C l g H 2 D 1 mol H 2 2 X Y a NaCl X Y 26 I. (1) A.CH 3 CH 3 B.CH 3 CHCl 2 C.CH 3 CH 2 OH D.CH 3 CH 2 Br (2) A B II. 1 2 a

67 3 3 H 2 SO 4 4 b g 7.2 g H 2 O 8.96 L CO

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附件1：附件 1: 全国优秀教育硕士专业学位论文推荐表单位名称 : 西南大学论文题目填表日期 :2014 年 4 月 30 日数学小组合作学习的课堂管理攻硕期间及获得硕士学位后一年内获得与硕士学位论文有关的成果作者姓名论文答辩日期学科专