An Experimental Study On The Influence Of Mind Mapping Strategy On Academic Performance In Middle School Students’ Mathematics Review

As a visual strategy,the thinking map strategy has gradually entered the field of vision of front-line teachers.The thinking map strategy can provide certain theoretical guidance for the teaching organization of the student center classroom,and can enrich the theory of the ICAP framework theory and performance.At the same time,junior high school students can use the thinking map strategy in mathematics review can give play to the status of the learner’s main body and improve the learning investment in learning.Therefore,junior high school students have important theoretical significance and practical significance in mathematical review.This study mainly adopts the experimental method to explore the impact of thinking map strategies on the performance of junior high school students,and analyze its inherent mechanisms to provide theoretical guidance for first-line teachers to organize effective mathematics review activities.Research I adopts the post-test design of the experimental group.The independent variable is the thinking map strategy training mode.Because the variable thinking map strategy has the level,including the cognitive level and the skill level.A total of 94 students in two parallel classes were selected as experimental classes and control classes,including 46 in the experimental group and 48 in the control group.Strategic training mode and "Mind Map Evaluation Table" to explore the effectiveness of the thinking map strategy training mode.The results of the study show that the score of the thinking map of the experimental class is significantly higher than the control class score,that is,the use of the mental training mode of junior high school students’ thinking map can effectively improve the level of their thinking map strategies,especially to improve the drawing of learner’s cognitive level Skill.Research II adopts the front and back test design of the experimental group.The independent variable is the thinking map strategy.Because the variables are academic performance,including mathematical academic performance and academic self-efficacy.A total of 94 students in two parallel classes were selected as experimental classes and control classes.Among them,46 were in the experimental group,48 in the control group,compiled unit test papers and adapted the "academic self-efficacy" quantity table to explore that junior high school students used thinking in mathematics review in mathematics review.The impact of map strategy on its academic performance.The results of the study show that the mathematical academic achievements and academic self-efficacy scores of experimental class learners are significantly higher than the control class,that is,the use of thinking map strategies in the mathematics review of junior high school students can effectively improve their academic performance.Research III adopts the test design of the experimental group.The independent variable is the use of different thinking map strategies.Because variables are academic performance,including mathematical academic performance and academic self-effectiveness,88 students in two parallel classes are selected as experimental classes and control.Class,40 in the experimental group,40 in the control group,compile unit test papers and adapt the "Academic Self-efficacy" quantitative table to explore that junior high school students adopt different thinking map strategies in mathematics review(thinking map strategy,cooperation cooperation,cooperation The impact of thinking map strategies)on its academic performance,that is,the impact of using cooperative thinking map strategies in the mathematics review of junior high school students on its academic performance.The results of the study show that the mathematical academic performance and academic self-efficacy score of experimental learners are significantly higher than that of the control class,that is,the use of cooperative thinking map strategies in the mathematics review of junior high school students can effectively improve their academic performance.The above research conclusions have a certain effect on the effective use of the thinking map strategy.The following effective inspiration for thinking map strategy training: attach importance to the systemicity of strategic training;pay attention to the gradual progress of strategic training,improve the evaluation and feedback system;pay attention to the emotional and belief elements of learners;strengthen the comprehensive expansion and improvement of strategic training.The application of thinking map strategy has the following revelation: the teaching mechanism of accurately grasping the thinking map strategy;promoting effective interaction between teachers and students;and giving full play to the leading role of teachers.The application of cooperative thinking map strategy has the following revelation: deeply understand the teaching mechanism of cooperative thinking map strategies;highlight the characteristics of independent and cooperative integration;attach importance to the design of cognitive conflict to eliminate the designs;and the organizational form of innovative cooperation learning.