Application Of Mind Mapping Based On Information Processing Theory In Biology Teaching In Junior High School

As a visual knowledge combing tool,mind mapping can help improve the learning effect.However,the application of mind mapping in practical teaching lacks the guidance of educational teaching theories.Therefore,this study aims to discuss the application of mind mapping based on information processing theory in junior middle school biology by proposing the design and rendering principles of mind mapping based on information processing theory.To verify the feasibility and effectiveness of this method in improving innovative thinking ability,learning interest and knowledge mastery in teaching,and provide new ideas for the teaching application of mind mapping.In this study,610 middle school students and 15 front-line teachers were investigated by questionnaire and interview to understand their application and application in mind mapping and information processing theory.The main results are as follows:(1)Students think that the application of mind mapping needs to be improved;(2)Students lack the habit of applying mind mapping;(3)Teachers’ understanding of mind mapping is not in-depth and not widely used;(4)Teachers do not pay enough attention to the teaching theory and tend to experience teaching;(5)Teachers’ application of mind mapping lacks theoretical guidance;(6)Teachers believe that mind mapping based on information processing theory is feasible and effective.The experimental group and the control group were given practical teaching of mind mapping based on information processing theory,while the control group was given general teaching.Action research was conducted to evaluate the changes in learning interest,creativity and knowledge mastery of experimental subjects before and after the application of mind mapping based on information processing theory.The results showed that:(1)In terms of learning interest,the t-test P value was0.044<0.05,indicating a significant difference between the experimental group and the control group;(2)In terms of innovative thinking ability,the t-test P value was 0.046<0.05,indicating a significant difference between the experimental group and the control group;(3)In terms of academic performance,the t-test P value was 0.054>0.05,and the difference between the experimental group and the control group was not significant.The following conclusions can be drawn from the research:(1)Mind mapping based on information processing theory can enhance learning interest;(2)Mind mapping based on information processing theory can cultivate innovative thinking;(3)Mind mapping can improve the learning effect,but it is a slow process,which requires learners to adhere to for a long time.With reference to the research results,this paper puts forward several suggestions for the practical application of mind mapping.Firstly,teachers and students should refer to relevant educational theories when designing and drawing mind mapping.Secondly,teachers should encourage students to design and draw mind maps independently in practical teaching.Finally,schools and teachers should focus on cultivating students’ learning habits of applying mind mapping.