Research On Mind Mapping Teaching From The Perspective Of Connectivism ——Taking Junior Middle School Mathematics As An Example

Connectivism is a learning theory in the network era,which guides learners to adapt to the future.Teaching needs to adapt to the development of the times,and mind mapping is a favorable tool to assist teaching.It can inspire,construct and connect students’ thinking,further cultivate students’ thinking ability and meet the needs of the development of the times.However,most of the previous research on mind mapping is based on traditional learning theory,and there is less research on mind mapping from the theoretical perspective of the network age.In view of this,the study discusses mind mapping teaching from the perspective of Connectivism,and carries out teaching practice in the real classroom situation,so as to verify the feasibility and effectiveness of mind mapping teaching under the guidance of Connectivism.The research mainly adopts the methods of literature,experiment,questionnaire and interview.Firstly,by combing the relevant literature at home and abroad,the research sorted out the origin and development,research status,core concepts and main viewpoints of Connectivism,and studied the thought map around three questions: what is the thought map,how to make the thought map and how to carry out the teaching activities of thought map,in order to explore the guiding significance of Connectivism to the teaching of thought map.Secondly,according to the combination of Connectivism and mind mapping teaching,this paper constructs a mind mapping teaching model based on Connectivism Theory from five aspects:theoretical basis,teaching objectives,realization conditions,operation procedures and teaching evaluation.It can be divided into three processes: pre class autonomous learning,determining knowledge nodes and constructing primary knowledge network;Collaborative inquiry in class,correction and confirmation of connection,and improvement of knowledge network;Summarize and reflect after class,strengthen node connection and form a high-level knowledge network.Thirdly,select the appropriate research object and conduct teaching experimental research in junior middle school mathematics classroom to verify the feasibility and effectiveness of the teaching model.Finally,the SPSS26.0 statistical software is used to compare and analyze the academic performance of the experimental class and the control class.Combined with the results of students’ questionnaire survey and teacher-student interview,the research conclusion is drawn.It is found that Connectivism has guiding significance for mind mapping teaching.Both of them pay attention to the generation and relevance of content,the purpose of creating "network",the cooperation between teachers and students and the practicality of learning.In addition,the teaching mode of mind mapping based on Connectivism has operability and effectiveness.The specific manifestations are as follows: first,the teaching of mind mapping based on Connectivism has activated the classroom atmosphere and improved students’ interest in mathematics learning;Secondly,the teaching of mind mapping based on Connectivism is helpful to students’ memory and understanding of mathematical knowledge,form their own knowledge network and improve students’ mathematical performance;Thirdly,mathematics teachers and students hold a positive attitude towards mind mapping teaching based on Connectivism.