Design And Practice Of The Teaching Mode Of Mind Map Promotes The Development Of Self-regulated Learning In Secondary Vocational School Students

Self-learning ability is one of the skills that human beings must have in the information society.It is also the basic ability of students to increase their knowledge and improve their skills.The "Important Instructions on Vocational Education" clarifies that vocational education shoulders a major responsibility for cultivating diverse talents and inheriting technical skills.However,the self-learning ability of secondary vocational students is not optimistic.Therefore,in order to cultivate high-quality workers and technically skilled talents,the development and improvement of the independent learning ability of secondary vocational students have become an important issue need to be solved urgently.Through the experimental method,this study implemented different teaching interventions for two grade students of a secondary vocational school in Jiang'an District of Wuhan City,whether or not to use the mind-guided self-learning teaching mode to carry out teaching.This research is to construct a self-learning teaching model based on mind mapping.From the perspective of cultivating students'ability dimension,it is explored whether this model can promote the improvement of students'self-learning ability in the information technology classroom teaching.The impact of self-learning ability.The author collected the pre-and post-test data of the experimental group and the control group through questionnaire survey and interview method used SPSS 21.0 to quantitatively analyze the data,and used the interview method to qualitatively analyze the use of the mind map,and verified by quantitative and qualitative methods.The self-learning mode based on a mind map has a certain improvement effect on students'self-learning ability.In this experiment,the six dimensions of self-learning ability of the experimental subjects have been improved to varying degrees.Among them,"learning motivation and attitude","self-regulated learning","self-reflection and monitoring"are the most significant.This article is divided into the following five parts.The first chapter is the introduction.Based on the research background,this paper puts forward the research problems of this thesis and its practical significance.At the same time,it expounds the research objectives and contents,research ideas and methods and the organizational structure of the thesis.The second chapter is the basis of relevant research.The core concepts of this research are defined,and the research status at home and abroad is sorted out,which lays the theoretical foundation of this thesis.The third chapter is the construction of autonomous learning mode with mind map.By combing the classical self-learning teaching mode at home and abroad,and summarizing the general paradigm of self-learning teaching mode,this paper proposes an independent learning teaching model based on mind mapping and analyzes the advantages of this mode.The fourth chapter is teaching practice.Instructional design and practice process based on autonomous learning mode of mind map.This study takes the second-year students of a secondary vocational school in Wuhan as the teaching object,and based on the"Computer Application Foundation"course,carries out a 16-class-hours teaching experiment in the experimental class,in the early stage of teaching practice,the middle of teaching practice,and the later stage of teaching practice.The process is described.The author takes the second chapter of the textbook as an example to describe the method and process of applying classroom teaching.The fifth chapter is the analysis and discussion of practical data.Using SPSS 21.0,the independent sample T-test was performed on the data of the experimental group and the control group,and the independent sample T-test was performed on the data of the experimental group's self-learning ability before and after each dimension.The interview questionnaire was used to interview the experimental group of students after the experiment.To explore the impact of independent teaching mode based on a mind map on the ability of independent learning of secondary vocational students.The experimental research proves that teaching intervention has different degrees of improvement in the self-learning ability of the experimental group.Among them,the three dimensions of"learning motivation and attitude","self-regulated learning","self-reflection and monitoring"are the most significant.The sixth chapter is the summary and outlook,summarizing and reflecting on this research,as well as research results,research innovations,research deficiencies,and prospects.