JCERJournal of Contemporary Educational Research2208-84662208-8474Bio-Byword Scientific Publishing Pty. Ltd.10.26689/jcer.v7i5.4901ArticleApplication of Mind Mapping in General Zoology Teachinghttps://artdesignp.com/journal/JCER/7/5/10.26689/jcer.v7i5.4901ZhangYixun,ZhangRanran,ChengXu,ShiShuiqin2023752023-05-29Against the background of the new curriculum reform, teachers are no longer just expected to impart knowledge exclusively, but they also carry the responsibility to encourage students to think independently, improve students’ thinking skills, and cultivate good learning and thinking habits among students, so as to enable students to use knowledge in a flexible manner and improve their thinking skills. General zoology is a highly specialized discipline, with scattered knowledge points and various concepts. Since the traditional teaching mode limits students’ mastery of knowledge points, teachers need to find a teaching method that can help students understand knowledge points and exercise independent thinking. Mind mapping is a concrete thinking tool that helps students exercise their thinking skills. The introduction of mind mapping in the teaching of general zoology allows students to have a clearer understanding of the overall framework of this discipline. The application of mind mapping can be divided into four parts: pre-class preview, classroom study, after-class review, and zoology experiment. The application of mind mapping to teaching not only improves students’ learning efficiency, but also enhances students’ comprehensive ability and stimulates their interest in general zoology. In this paper, the 17th chapter of “Fish” in general zoology is taken as an example to elaborate the application of mind mapping in the teaching of general zoology.

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