Research On The Application Of Mind Map In The Self-learning Of Geography In Junior High School

In an age of increasingly new knowledge,what matters is not how much knowledge you have,but how to acquire it.Learning how to learn becomes even more important.Since the implementation of the new round of basic curriculum reform,how to cultivate students’ autonomous learning ability in the environment of basic education has become the focus of experts and scholars and front-line teachers.Mind mapping is a new thinking mode based on the neurophysiological aspects of the brain.It fully develops people’s divergent thinking and mobilizes multiple senses for effective learning.Based on a review of domestic and foreign mind maps and the theory of autonomous learning,this study takes a few junior freshmen in a middle school in Nanjing as the research object,and attempts to apply mind maps to junior middle school geography learning in order to improve students’ autonomous learning ability.Mind mapping is a new thinking model based on the physiology of the brain,which fully develops people’s divergent thinking and mobilizes multiple senses for effective learning.The advantages of mind maps in autonomous learning,the characteristics of junior high school geography and the laws of psychological development of junior high school students make mind maps very suitable for students’ autonomous learning.In order to explore the influence of mind maps on autonomous learning,this research uses literature research methods to sort out mind maps and autonomous learning theories at home and abroad,and takes a small number of junior freshmen in a middle school in Nanjing as the research object.First,referring to Shan Zhiyan’s "Secondary School Students’ Independent Learning and Teachers’ Corresponding Teaching Behavior Evaluation Research" and Pang Weiguo’s "Middle and Primary School Students’ Independent Learning Scale",we designed relevant questionnaires and selected multiple frontline geography teachers to conduct interviews to investigate junior high school geography autonomous learning.At the same time,it analyzes the reasons for the status quo from the levels of students,schools and parents.At the same time,it provides skills training for students to teach students how to draw mind maps,and then applies mind maps to new teaching,review classes,and exercises in junior high school geography.The model of self-learning in the class is constructed,combined with selected cases to explain in detail,and finally,the effect of self-learning using mind maps is investigated and feedback.The survey results show that the use of mind maps in the process of autonomous learning can stimulate students’ interest in autonomous learning,can gradually improve students’ autonomous learning ability,and can cultivate students’ thinking ability.According to the deficiencies in the research process,suggestions for future improvement are proposed: further strengthen the leading role of teachers;conduct hierarchical guidance according to the differences of students’ abilities;combine independent learning content to provide differentiated use,and develop an objective evaluation system.