Mind mapping is an intuitive and free expression and thinking based on radioactive thinking, which is very close to the natural thinking process of human beings. In the teaching process, mind mapping provides an effective tool. Using the skills of paying equal attention to graphics and text can open the potential of learners' brains, obviously reduce the time spent on learning, improve academic performance, and often produce a learning effect that cannot be ignored. People have begun to pay attention to the application of mind mapping in physics teaching. How to use mind map to review comprehensive physics of science, improve the effectiveness of review and improve students' comprehensive ability is worth exploring deeply.

2 Introduction to Mind Mapping

Mind mapping was created by British scholar Tony Buzan in the early 1970s. Mind mapping is a tool to develop the brain's potential by using graphic and mental image association skills. It is a comprehensive application of left and right brain graphics and associative skills. Mind mapping can be applied to every link of solving problems, which can improve memory, strengthen learning effect, think more thoroughly and enhance the sense of accomplishment in solving problems. Including words, images, numbers, logic, rhythm, colors and special observation methods, giving the brain a broad imagination. Mind mapping is like a road on a map, which gives thinkers an overview of a large area or theme, provides an obvious idea for cognition, planning or decision-making, and tells the current situation and where to go. Mind mapping can help collect and sort out a large amount of data, inspire new or creative methods to solve problems, and greatly improve work efficiency. Whether observing affairs, reading, meditating or remembering, it becomes a very pleasant thing. [1] Mind mapping is a tool to help express the thinking process and a method to organize knowledge. It has a broad application prospect in physics teaching.

2. 1 Image intuition helps to improve cognitive efficiency.

Mind mapping shows the complex knowledge structure in a concise and clear graphic form, thus vividly showing the relationship between knowledge points, which can help students graphically express the syntactic analysis results of concept definitions and better understand the essential characteristics of concepts represented by definitions. The use of a large number of image pictures can not only attract and stimulate learners' interest in learning, but also play a good role in explaining and identifying concepts.

2.2 improve the comprehensive information capabilities

Because the use of mind map can effectively improve the effectiveness of recording and organizing information obtained from various resources, mind map can be used as an effective tool to organize information around key points. Mind mapping can also be used as an alternative method for learners to reorganize information when expanding and exploring a certain subject knowledge.

2.3 deepen the understanding of concepts

Mind mapping can improve the understanding of concepts by determining the causal relationship, distinguishing the hierarchical order of concepts, organizing the relationship of concepts and displaying other meaningful conceptual patterns. A variety of knowledge and concepts can be related to form a network. The process of students' mind mapping is a comprehensive information processing process, and a related process has taken place, so as to understand what they have learned more deeply.

2.4 the realization method of mind mapping

Mind mapping is often used in the stages of conceptual organization and knowledge organization, for example, in the process of brainstorming to help form an understanding of the problem. The realization method of mind map is simple and easy, as long as you draw a figure on the draft paper with a pen or on the blackboard with chalk, which is the so-called "paper+pen" way.

(1) Draw the theme in the center of the paper. Themes can be represented by keywords and images. The so-called keywords are words or words that express the core meaning.

(2) consider "sub-theme", that is, the extension under the previous theme.

(3) After "sub-topic", list more detailed points. When any point is mentioned, you can naturally express it in the form of "keywords" and connect it with the most relevant "sub-topics".

(4) Organizational thinking process. After completing the mind map, mark it with Arabic numerals. Any "sub-theme" should be represented by one color. [2]

Besides the "paper+pen" method, you can also use computer mindmanager, such as inspiration, thinking manager, personal brain, brain and so on.

3. Effective methods to solve review problems

The comprehensive examination of science is an important content in the reform plan of college entrance examination, which mainly examines the candidates' mastery of basic knowledge and skills of science and their ability to analyze and solve problems by comprehensively applying these knowledge and skills. The test questions focus on ability, but emphasize the basic concepts and laws of the subject.

However, there is a common phenomenon in high school students' physics study: they understand as soon as they hear it, do it as soon as they see it, and make mistakes as soon as they do it. Students often report that they can't think of a certain theorem or law when doing problems, and their minds are blank before the exam. This phenomenon reflects two problems: first, students' physical knowledge is scattered, the logical relationship between knowledge is not clear, and a good cognitive structure is not formed; Second, poor thinking ability, unable to flexibly use the knowledge and skills learned. For example, this school year, I am a physics review teacher in senior three. The teaching object is the enrollment expansion of high schools in this county. Students' foundation is weak and their enthusiasm for learning is not high. A considerable number of students lack the ability of independent thinking and the spirit of hard study, and have not established a positive and correct learning attitude of "I want to study", let alone cultivate the self-study habits that high school students should have.

Facing the review exam, students are surrounded by all kinds of knowledge, endowed and instilled by traditional practices. What students should do is passively accept, absorb and remember as much knowledge as possible. People pay more attention to emphasizing knowledge than people. The consequence of this teaching method is to drown students in the ocean of knowledge. It is worth noting that to improve the effectiveness of teaching, we should not try to master more knowledge, but deal with and learn knowledge effectively.

In physics review teaching activities, on the one hand, students need to master the basic knowledge comprehensively, on the other hand, they should pay attention to the cultivation of learning methods and learning ability. For those students with weak foundation, it is a good way to review in less time by using mind map. As teachers, we should study how to use mind map to review the physics part of the comprehensive ability test of college entrance examination, and focus on the methods to guide students to use mind map to guide learning, thinking, memorizing and solving problems, rather than just hiding it in the indoctrination of various knowledge.

4. The application of mind map in the review of comprehensive physics in college entrance examination.

4. 1 Positive experience promotes the use of mind maps

The operation of mind mapping is a process of accessing and using a large number of technical areas in the cerebral cortex, so it is very important to have an environment to support the brain. It is probably the first time that students have heard of "mind map". If they can't form a positive feeling of mind mapping, it will be extremely unfavorable for their future use.

Let the students know that the related methods of mind mapping have been used in daily teaching activities for a long time, such as the history teacher drawing the practice line of historical events on the blackboard, the biology teacher representing the biological classification with a block diagram, and the Chinese teacher drawing the relationship between the characters in the works and the structure of the article. However, taking mind mapping as a scientific teaching strategy and actively and consciously using mind mapping in teaching activities to help teachers and students improve teaching quality was generally recognized by Professor Josehp D.Novak of Cornell University in the 1960s. Professor Novak has been engaged in the research of metacognitive tools to promote meaningful learning and knowledge innovation. As a metacognitive tool, mind mapping is based on Ausubel's learning theory: "meaningful learning is to assimilate new concepts into existing cognitive structures." Professor Novak believes that mind mapping is equally important to learners and teachers, and can help teachers and students in their cognitive activities. He pointed out that mind mapping is a network graphic technology to express knowledge. Knowledge map is composed of conceptual network, which includes nodes and connections. Nodes represent concepts, and connections represent connections between concepts. [ 1]

At present, mind mapping has been widely used and achieved good results. For example, Boeing used mind maps when designing Boeing 747 aircraft. According to Boeing, it will take six years to design a large-scale project like Boeing 747 if ordinary methods are used. However, by using mind maps, it took their engineers only six months to complete the design of Boeing 747.

4.2 Unit knowledge networking is conducive to the consolidation of basic knowledge.

Concept is the basis of physical knowledge. However, in the teaching process, we find that students often neglect to grasp the basic concepts, especially fail to form a concept network, and even fail to deeply understand the relationship between concepts, which becomes the main reason for learning difficulties. Because students choose different subjects and have different personal interests and specialties, it will inevitably lead to differences in the degree of mastering basic knowledge. Therefore, we should spend some time sorting out the basic knowledge points in the compulsory part of the curriculum standard, establish a meaningful network structure, find such a basic point, and understand all the knowledge points through it, which can make the network have more relevant physical meanings, help students not only establish the knowledge network structure in form, but also make the information flow smoothly in its structure, that is, the knowledge points in the structure have their physical essential connections. Guide students to sort out and summarize the main knowledge in the subject, because the ability examination is based on the mastery of basic knowledge, and the flexible use of knowledge in the mastery of basic knowledge is the premise.

4.2. 1 Introducing mind mapping in the teaching process

Review teaching activities are "led" by teachers, based on the examination syllabus and its explanation, accurately grasp the key and difficult points of the textbook, use mind mapping to inspire and guide students to master key knowledge, and let students consolidate key and important knowledge through recalling and sorting out book knowledge. Classroom teaching is student-oriented, and teachers do not advocate indoctrination. Teachers guide students to sort out, fill in the blanks and integrate knowledge. In the review teaching, a certain amount of basic review questions are supplemented, and special attention is paid to not doing difficult exercises. The typical review teaching process is shown in figure 1.

Figure 1 Typical Review Teaching Flowchart

4.2.2 Determine the key points

The leading role of teachers is very important. Teachers rely on their rich teaching experience, after careful consideration, accurately grasp the key and difficult points of the textbook, explain in detail what to take and how to take the exam, so that students can clearly understand every requirement described in the exam.

mind map

After determining the focus of review, with unit knowledge and mind map as the theme, draw a rough content structure, print it to students, inspire and guide them to master it, save students a lot of time and greatly improve learning efficiency.

Mind mapping can help students find the connection between knowledge. Students often have such problems in the process of learning, and can understand the meaning of a concept, but when faced with practical problems, they don't know how to use what they have learned, so they can only guess or try. The fundamental reason is that there is no connection between knowledge when learning, and some concepts are mechanically memorized, but these things are just symbols arranged in disorder in the mind, which cannot form a systematic and meaningful understanding. Only by summarizing the learned knowledge in time, forming an orderly structure and finding out the relationship between concepts can we use it freely and complete the effective construction of new knowledge. Mind mapping has played a very good role in this respect. It puts the conceptual knowledge that originally existed in our minds in front of us, and we can better observe the connection of knowledge through each other's position and connection.

4.2.4 Intensive reading of textbooks

In the review class, students should always be asked to summarize the main points of a certain part of knowledge. Students often list the contents of each chapter according to the textbook catalogue, which is not effective. The most essential test sites need students to remember and understand, but they don't have a good grasp. The use of mind mapping can effectively improve this situation. List the key points through the mind map. Use the mind map to guide students to further read the relevant contents of the textbook, comment on the key points, draw a line next to the key points or noteworthy contents, and then comment on the contents in the corresponding position of the printed mind map. Students summarize and recall the basic knowledge they have learned and their relationship, and write down the specific content. So as to master the knowledge of each test center. Concentrate on targeted review to consolidate and expand book knowledge. Of course, when students are found to have new ideas in teaching activities, they should be encouraged and guided to better play the role of mind mapping.

In the process of students' learning, memory is essential, but many times they are used to simple mechanical memory, which is not only inefficient, but also easy to forget. With the help of mind map, the content to be memorized is displayed in the form of graphics. First, according to the flow of mind mapping, retelling and memory are not only the form of language, but also the form of images, which helps to improve the efficiency of memory. Even if there is forgetting, it is very easy to reproduce the forgotten part through the memory of mind map. Through the guidance of the map, students can repeat according to the map, and the mind map plays a good role in assisting memory.

4.2.5 Exquisite and Intensive Speech

Mastering basic knowledge skillfully is the premise of flexible use of knowledge. It is necessary to explain the internal relationship between knowledge, integrate it with unit knowledge, contact hot issues in social real life, and select some exercises for training. This round lays a solid foundation for the second round of review.

4.2.6 Extended mind map

The advantage of reading and practicing mind mapping is that it can concretize and synthesize a lot of uncertain information. Constantly improving the mind map can quickly review what you have learned. Mind mapping can enable students to understand the key points of learning units, integrate known knowledge and clarify the relationship between knowledge after completing basic learning. Integrating practical experience extracted from learning materials and exercises and expanding mind maps can be used as the basis for future review, as shown in Figure 2.

Figure 2 reviews the constant current mind map.

Extended mind mapping can also encourage students to actively start work, read textbooks and think with their brains, so as to master the basic knowledge structure and the relationship between various kinds of knowledge as a whole and form a clear knowledge network in their minds. Help students master correct and effective learning methods and strategies, review textbook knowledge faster and more effectively, and promote the improvement of teaching efficiency and quality. In the process of making mind maps, it will involve how to read and organize information quickly. In the process of sorting out and drawing mind maps, writing key words and formulas and searching for core contents can better help students to strengthen their understanding of what they have learned and further deepen their knowledge.

4.3 The special review of backbone knowledge focuses on improving the comprehensive application ability.

In the review stage, teachers guide students to break the chapter order of textbooks and design special topics such as "force and motion", "electricity and magnetism" and "power and energy" for review, so that students can master the internal relations of relevant knowledge and form a systematic knowledge system. At the same time, focusing on the hot issues in social real life, connecting with the knowledge learned, analyzing and understanding from multiple angles, and selecting some special topics for training.

In the special review, students can make their own mind maps with the main knowledge as the special topic, and then discuss each student's composition process and expressed thoughts in groups in class. Finally, the group representatives explain their mind maps to the whole class, and other students can supplement and modify the mind maps. Students show great enthusiasm for this teaching process, and students with good or bad grades actively participate in it, which finally reflects the collective wisdom of students.

In the process of applying mind mapping to assist teaching, we should always emphasize that students are the main body and teachers are the dominant ones, and give full play to students' subjective initiative and creativity. The role of teachers is mainly to guide, guide and answer the problems that students encounter in the process of completing their learning tasks. Teachers and students can communicate freely, and students can have more space to play their role and intelligence. Teaching content and methods are not limited to textbooks, but based on the actual situation of textbooks and students, through certain comprehensive practice and application, combined with knowledge network, to achieve the purpose of cultivating students' thinking ability and broadening their horizons. Guide students to summarize the law of solving problems from the exercises they have done. Figure 3 is the mind map of the knowledge structure analysis of the topic "Force and Motion", and Figure 4 is the mind map of the knowledge structure analysis of the topic "Electricity and Magnetism", from which students' understanding of relevant knowledge can be understood.

Fig. 3 Mind Map of Knowledge Structure Analysis on the Theme of "Force and Motion"

Figure 4 "Electricity and magnetism" theme knowledge structure analysis mind map

4.4 Effective information processing can promote effective evaluation.

It is very stressful for students to guess questions. Generally speaking, the simple question is guessing. In fact, students can do it with little effect. Once you can't guess, students will feel lost, which will directly affect their grades. So I don't approve of guessing questions blindly. Using mind map as a tool to sort out processing information, mind map provides us with a technically effective tool to manage complex information. Teachers can use it to summarize and organize teaching ideas. In the teaching interaction, teachers, students, textbooks, review materials and various test questions convey a variety of information, which can be sorted effectively. Disordered information is useless to learners. Ordered information can not only increase learners' knowledge, but also help to improve learners' ability to use knowledge, promote learners' advanced thinking activities and further consolidate knowledge. In this paper, the mind map is used to analyze the conception, situation, questioning angle, test sites and problem-solving ideas of college entrance examination physics proposition from multiple angles, to master some methods of the regularity of college entrance examination physics proposition and improve the pertinence of review training.

5 concluding remarks

As a learning tool, mind map is a sharp weapon to sort out the main points of knowledge and build a knowledge network. Mind mapping helps students sort out knowledge and the relationship between knowledge points. Assist students to sort out processing information. In the process of collecting and sorting out information, a number of scattered knowledge points can be gathered together to help students find the connection between information from complicated information. Using mind map to realize visual learning can help students internalize and systematize knowledge, strengthen their understanding and mastery of knowledge, improve efficiency and improve their comprehensive ability.