Research On The Effect Of Mind Mapping On The Deep Learning Of Junior Middle School Mathematics

With the release of Chinese Students Developing Core Literacy,deep learning has attracted more and more researchers’ attention.In the process of realizing deep learning,students can integrate,build,transfer and diverge knowledge,and monitor and adjust their own real-time learning state.As a visualization tool of nonlinear thinking arrangement and divergence,mind map can realize the construction of knowledge framework,divergence of thinking and reflection.Therefore,this study takes mind mapping as an auxiliary tool for deep learning to explore its effects and the appropriateness of combining specific content with mind mapping.First of all,through literature research,this study summarized and analyzed relevant researches on mind mapping and deep learning,and found that the combination of mind mapping and deep learning could be promoted,but most of the studies were conducted on a section of a certain discipline,and few of the horizontal comparisons were made on the suitability of subject knowledge.Therefore,on the basis of exploring the application effect,this study expands the practical teaching content into three different types of knowledge points of junior middle school mathematics for analysis and comparison.Secondly,through student questionnaire survey and teacher interview,the deep learning status of students before practice and the use of mind map were explored.Thirdly,the comparison class and experimental class were set for three different types of practice content respectively to explore the effect of the use of mind mapping on students’ deep learning.In the middle of practice,some students were interviewed to understand the application of mind mapping.After practice,the cognitive structure of students’ works is analyzed in combination with Biggs’ SOLO learning theory,and post-test questions are released for students to explore the influence of practical application on grades.Finally,the improvement effect of deep learning is explored and analyzed through student questionnaire survey.Through the research and analysis,the following conclusions are drawn:(1)Mind mapping can promote students’ learning motivation;(2)Mind mapping is helpful to improve students’ metacognitive ability;(3)Mind mapping helps to reduce students’ cognitive burden;(4)Among the three different practice contents,the theme of "congruent triangle" and "equation of one variable and one time" are more suitable to be promoted by mind mapping.