The Application Of Mind Map In Middle School Mathematics Teaching

Mind mapping was introduced into China in 1999.It was originally used to help students with learning disabilities overcome learning disabilities.Primary education as a basic education,mathematics learning in students' future learning and life are of great significance.This study combines mind mapping with mathematics teaching in primary schools to explore the reasons why mind mapping can improve academic performance,not only because it is a novel and effective learning strategy,but also through learning motivation and learning selfefficacy to influence students' learning.Therefore,this paper takes learning motivation and learning self-efficacy as mediating variables to explore the effect of mind mapping on academic performance.Taking students from 10 classes of four primary schools in a district of Guangzhou as experimental subjects,five experimental classes(219 students)used mind mapping to assist teaching,and five control classes(218 students)continued to teach routinely.Their academic achievements were compared through unit tests,mid-term and final examinations.At the same time,using "Mathematical Learning Motivation Questionnaire" and "Learning Selfefficacy Questionnaire" as measuring tools,the pre-test,middle-test and post-test of the experimental class and the control class were carried out respectively.The results show that:(1)The performance of the experimental group in each unit test,mid-term and final test was significantly higher than that of the control group.(2)In the post-test,the learning motivation and its three dimensions of cognitive drive,self-improvement drive and affiliated drive of the experimental group were significantly higher than those of the control group,which indicated that the learning motivation of the experimental group had been significantly improved after using mind map teaching,which was one of the reasons for promoting students' academic performance.(3)In the post-test,the learning self-efficacy and its two dimensions,learning ability self-efficacy and learning behavior self-efficacy,in the experimental group were significantly higher than those in the control group,which showed that the learning self-efficacy of the experimental group changed significantly after using mind map teaching,and played an important role in improving academic performance.(4)Learning motivation and learning self-efficacy played a significant mediating role in the experiment.(5)Mind mapping affects students' academic performance through learning motivation and learning self-efficacy.