Application Study On Mind Mapping For Information Technology Curriculum In Primary School

Mind mapping is a new mode of thinking and learning method. With the development of the information society, the mind mapping is applied into teaching process more and more extensively and in depth. At present, the information technology curriculum mainly adopts ’Task-driven’,’Active inquiry-based’ and ’Cooperative learning’ modes, however, while using a variety of teaching methods, we always tend to overlook the finishing of thinking in the students’ learning process. In this situation, the current study on the information technology teaching cannot meet the practical requirements. The mind map used in effective teaching has become a hot topic of study in the education sector. Use of mind mapping for self-directed learning is capable of visualizing thinking and making learners accept, analyze and process information actively, orderly and strategically, training learners to solve the problem quickly, flexibly, imaginarily and innovatively. IT teaching with mind mapping can change the traditional teaching model, provide more choices for teachers and students in learning way, and develop learners’ awareness of innovation and self-learning ability and divergent thinking, thereby improving students’ information literacy.Combined with application of the mind mapping in the information technology curriculum and fully investigating and studying a large number of materials at home and abroad, the author makes a research of relevant theories of mind mapping and puts forward instructional design of mind mapping of the information technology curriculum in a primary school. Then the author practices research-based learning on two classes at Grade Six of Chengdu Jinjiang District Fuma Primary School, who develops mind mapping by Class2for contrast sample and Class1for experimental sample. Therefore, from the aspects of both theory and practice, the paper makes a beneficial exploration for mind mapping of information technology curriculum in the primary school.The paper primary coverage is as follows:In the first chapter, the author first introduces the research background and the research value, research situation at abroad and home, the contents, the method as well as the research aim.In the second chapter, the author has analyzed situation and problems of information technology curriculum in the primary school and clarified challenges in the information technology curriculum based on understanding and location of the information technology curriculum in the primary school.In the third chapter, the author introduces concepts, preparation steps and correlated software of mind mapping, further demonstrates necessity and feasibility of mind mapping applied in the information technology curriculum of the primary school.In the fourth chapter, the author takes example by relative education theories and guidance to explain the significance and inspiration of the mind mapping applied in the information technology curriculum.In the fifth chapter, the author proposes instructional design for the mind mapping based information technology curriculum in primary school, from aspects of target, strategies, assessment design and analysis of the mind mapping based information technology curriculum in the primary school.In the sixth chapter, the author provides the specific practice scheme of mind mapping in the information technology curriculum, examines and concludes the process and results of the action research based on the related action research.In the seventh chapter, the author carries on the comprehensive summary for what the author has done, and makes the forecast for the later research.