A Study On The Relationship Between The Application Level, Thinking Style And Academic Performance Of Primary School Students' Mind Mapping

With the continuous improvement of the level of basic education in our country,many primary schools have begun to innovate the teaching methods of schools.They hope to achieve breakthroughs and enhancements in the quality of education through the innovation of teaching methods,and lay a solid foundation for the development of students in primary school.As a very effective tool for thinking development,mind map has become the preferred solution for many school reform teaching methods.In the process of learning mind map,students gradually form the ability to apply mind maps,but the level of students’ application ability also affects students’ adaptability to teaching and academic performance.The improvement of school teaching methods is the external thrust to improve students’ good academic performance,and the inner thinking style of students is the internal gravity of students’ interest in learning.Thinking style is the inherent tendency to determine the individual’s way of thinking and behavior.The thinking style is influenced by the teaching environment.The students of different thinking styles have different results in academic performance.Therefore,in the implementation of the mind mapping teaching method in the primary school stage,the comprehensive influence of the level of pupils’ mind map application and the type of thinking style on academic performance should be considered.This study explores the application level,thinking style and academic achievement of pupils’ mind map under the teaching of mind map,and investigates 263 students in Grade 4,5and 6 of W City D Elementary School.This study analyzes students’ mind mapping works through self-developed application level evaluation schemes of primary school students’ mind maps,and evaluates the application level of students’ mind maps.Through thinking style questionnaires,students’ thinking styles are combined with students’ academic achievements to statistical analysis.The purpose is to understand the teaching effect of the mind mapping teaching method in the primary school stage,the basic characteristics of the pupils’ application of the mind map level and the overall situation of the pupils’ thinking style.Analyzing the relationship between the application level,thinking style and academic achievement of the pupils’ mind map.relationship.Through research and analysis,the author draws the following conclusions:Firstly,in the primary school stage,the students who use the mind map teaching are better than the students who do not use the mind map;the mind map teaching method is more suitable for cultivating the executive style of the primary school students,hierarchic style,extrovert style and radical style.Secondly,in the teaching of mind maps,the application level of pupils’ mind maps is generally high,and there are significant differences in gender,grade,and high and low groups:the application level of girls’ mind maps is significantly higher than that of boys,six The level of mind mapping applied by grade students is significantly higher than that of grade 5 and grade 4students,and high-segment students are significantly higher than those of low-segment students.Thirdly,in terms of thinking style,primary school students tend to prefer legislative thinking style,executive thinking style,hierarchic thinking style,external thinking style and liberal thinking style.In the functional dimension,primary school students tend to express legislative thinking style and executive thinking style;the other four dimensions,primary school students tend to be characterized by hierarchic thinking style,local thinking style,external thinking style and liberal thinking style.Students in the three grades have significant differences in hierarchic thinking style,oligarchic thinking style and external thinking style.High-segment and low-segment students also have different degrees of difference in different types of thinking styles.High-segment students are more inclined than low-segment students to legislative thinking style,judicial thinking style,executivet thinking style,external thinking style and liberal thinking style.Finally,the application level of primary school students’ mind maps is significantly positively correlated with academic performance,with low correlation with thinking style types,weak correlation;legislative style,judicial style,hierarchic style,external style,liberal style and academic achievement are significantly low correlated.Through the conclusions of the study,we can find that it is feasible to implement mind mapping in the primary school stage,but it also needs to be gradual and apt to teach in accordance with their aptitude.Balanced efforts from the perspective of schools,teachers,and students.For students of different grades,different levels of learning,and different styles of thinking,students should be reasonably arranged and scientifically guided to make good use of mind maps to train students’ ability to apply mind maps,cultivate students’ innovative thinking and divergent thinking,and shape students’ thinking style;teachers should understand and recognize the students’ thinking style in mind map teaching,pay attention to their own teaching style,arrange corresponding teaching tasks for different students,promote students’ learning efficiency and improve students’ academic performance and the quality of teaching in the school.