Study On Application Of Mind Map To Fostering Capability Of Self-regulated Learning For Junior Middle School Students

Capability of Self-regulated Learning is necessary at the times of information and a goal to be attained in the curriculum reform and one of important field in effective teaching. To foster capability of self-regulated learning is difficult,owing to the fact that teachers neglect it due to the present evaluation system in which teachers’competence of teaching is judged by the scores students get in the written examination and that teachers can’t find the starting point and practical strategies because self-regulated learning involves complicated and implicit elements. Hence, before cultivating students’ self-regulated learning ability in the classroom, one should make sure what is the core of capabilities of self-regulated learning and what steps the practice should take.Conclusion can be drawn from the literature review that self-regulated learning derives from adult’s learning, which involves capabilities of stimulating the motivation of study, choosing contents and methods, scheduling time, monitoring and adjusting the process,and evaluating the effect of learning all by himself of and each of them plays important role in the whole process. Whereas, self-regulated learning in the period of compulsory education has its unique trait,namely, learning motivation is affected by the teacher and students’own learning performance, the learning content is decided by the government and experts, the learning methods by teaching styles, the learning process is by the school, the learning process by the school and teachers,and the results of learning is evaluated by the teacher. Under this condition, the students only have the right to choose study methods.the practical one recommended here is to figure out the structure of knowledge learned by finding out the key words and the relationship between them, so that the learning materials can be presented as a network structure. Additionally, the effective teaching theory propose that students effectively construct the structure of knowledge. The steps of fostering the capability for self-regulated learning are derived from the theory of formation of intellectual by phrases which includes action orientation, materialization, language, external silent language and internal language.So,the steps includes observation, imitation,self control and autonomy, and they should be visible enough to follow.By Mind map the knowledge structure can be visualized by turning the information presented in lines into structure of key information, which is conducive to overall grasping the knowledge structure; only by connecting knowledge between the old and the new the mind map can be drawn and the meaningful studying can be realized.The mind map acts as visualizing tools to deepen the understanding by turning words into maps, to enhance communication between teachers and students, and to make convenient in monitoring and evaluation. Additionally, drawing mind map can show what one is thinking and demands skills of motion and skills of mental involving comparison, imagination, introspective.By mind map one can see the process of abstract intellectual activity and turn the external material into the internal intellect. One can take three steps to learn to use mind map,that is,accept, apply and adapt. By accepting, one learns mind map rules by mimicking a given paradigm; by applying, the learner keep practice until he form his own style of using mind map and it becomes a very natural way of learning; adaptation, learner continue to draw various types of mind maps and be able to use them in all subjectsThe advantage that The mind map is able to visualize the structure of knowledge can fulfill the mission of internalizing what are learned and help construct knowledge structure in self-regulated learning. The knowledge modularization in the mind map can bring successful experience to the learner by the way of dividing knowledge structure into smaller ones,which makes learner study and memorize more effectively. By drawing mind maps to demonstrate the structure of knowledge the learner can know how to deal with the contents by himself. At the same time, the process of drawing the mind map involving accepting, applying and adapting can demonstrate the process of intellect activity including action orientation, materialization, language, external silent language, and internal language.The experiment is based on the subject of biology in junior middle school. First, the functions and characteristics of mind map is introduced to Students; Secondly, let students deepen their understanding in mind map by applying mind map to expressing the contents of teaching in class. Thirdly, the drawer of mind maps shift from teachers to students; finally, students draw the mind map independently. There are three ways of evaluation of the experiment, The first one is to ask students to present the structure of a given reading material by drawing mind map and check if they do well in choosing correct key words and finding the correct connection between them in light of experience and logic. The second one is to check if the application of the mind map in class can benefit the students in their examination. The third one is to check if the students like the mind map in their study.From the experiment conclusions can be drawn that the mind map can effectively present the structure of knowledge, make more convenient in memorization, enhance capability for learning, and bring to students more successful experiences and more confidence in self-regulated learning. Whereas, we must pay attention to two facts, one is that the methods of teaching with the aid of mind map should be adjusted flexibly with accordance to students’ability and the characteristics of different subjects.Another is that one can make the best use of the mind map by combining it with other teaching methods.