An Experimental Study Of Mind Mapping Promote Junior Middle School Students’ Effective Learning

This study aim at proving that Mind Mapping as a learning method can promote thejunior middle school students’ effective learning from the two aspects of theoretical study andexperimental study, by choosing the first grade junior middle school students as the researchobject and using experimental method, literature method, survey method and other researchmethods.The results show that:(1) Compared with previous, after learning Mind Mapping, all the Chinese, Maths andEnglish average scores are improved.(2) Mind Mapping have more significant effect on improving English and Chinese.(3) Using Mind Mapping to learn, the students’ score improved faster than those who usethe traditional method of learning.(4) In the process of learning Mind Mapping and Mind Mapping is applied to the studyfield as an effective learning method, different gender do not exist significant differences.(5) Students think that drawing Mind Mapping is more interesting because the learningmethod of Mind Mapping is more concise and flexible than the traditional learning methods.(6) When using the Mind Mapping method to learn, the content becomes clearer and theobjective is more prominent. So the memory and comprehension of the learning content aremore deeply.(7) Through the questionnaire survey showed that using the Mind Mapping method tolearn can form good habits of thinking, stimulate divergent thinking and find a appropriatelearning style.In this thesis, it is well confirmed the study’s purpose through the experiment researchand questionnaire survey. Mind Mapping can promote junior middle school students’effective learning, whether pursuit performance of effective learning or seek development ofeffective learning.