Research On The Current Situation And Countermeasures Of The Application Of Mind Mapping In Classroom Teaching In Elementary And Middle Schools

The mind map is a tool invented by the Englishman Tony Bozan in the 1970 s to express the brain’s divergent thinking.It uses the form of illustration and text to express the relationship between the various levels of the subject with mutual membership and related hierarchical maps.To establish a memory connection with the subject key words,images,colors,etc.,to present the thought process in a graphical manner.Since the introduction of mind map into the teaching field,it has helped students to better understand memory and structured thinking in the process of knowledge construction,and has a good effect in assisting teachers.Therefore,mind maps are used in primary and secondary schools.Get a certain promotion.Then the primary and secondary school teachers are one of the subjects in practice.How do they understand the theoretical knowledge of mind mapping? Are they good at updating their theoretical knowledge?Does the teacher have the corresponding ability in applying the mind mapping theory to practice?Can you achieve good teaching results? These problems are worthy of attention and there is a certain research value.Therefore,this paper has some questions on the current situation of the application of mind maps in classroom teaching in primary and secondary schools.How should we optimize these problems?Based on the systematic analysis of the connotation and theoretical basis of mind mapping,this study used the questionnaire to understand the basic situation of the use of mind map by 118 primary and secondary school teachers,focusing on the selection of three schools in Q City.10 teachers and 8 students from the public junior high school,a public elementary school,and a nine-year-old private school are the research subjects.The interview and classroom teaching case analysis are the main research methods,from the teacher to the mind map.The four dimensions of understanding,application ability,use in teaching and effect of use have investigated the current situation of the use of mind map in classroom teaching in primary and secondary schools;through the use of mind map in classroom teaching The analysis found that: First,the meaning of the mind map is not clear.Teachers use the mind map to reflect the teaching purpose of the development of thinking is not obvious,the application form is shielded from the application purpose;second,the scientific nature of the design is lacking.The design of the subject mind map has homogeneity,neglects the academic situation,and pays insufficient attention to the differences of students.Third,the classroom control of mind map lacks flexibility.The content of the mind map designed by the teacher in the teaching process is simplistic,the control is prominent in the teacher-student interaction,and the student participation is low.Fourth,the feedback on the student’s work is more general and random;finally,from the attitude towards theteacher and student,The analysis of interest and student work shows that the main conversion effect of mind map is not obvious;the main reason for these problems is the lack of harmony in the cultural atmosphere of school teaching reform,the constraints of teachers’ concepts and abilities,and the students mind map.Acceptance and habits cannot be followed up in time;based on the survey and analysis,this study proposes corresponding optimization strategies including:schools should create a harmonious teaching reform environment for teachers,teachers should improve their understanding and application of mind maps,and encourage students to be encouraged.Self-constructed concept map.