Research On The Application Of Thinking Maps In Information Technology Curriculum In Junior Middle School

In the current development of information technology,the times have put forward higher requirements for the quality education of junior high school students,requiring that information technology education in elementary and secondary schools should focus on the cultivation of students’ information literacy and information technology application ability.In the middle school stage,the effective development of information technology education is to cultivate the information technology ability of junior high school students to meet the needs of society,to improve the ability of junior high school students to use information technology to effectively carry out other disciplines and lifelong learning,and to cultivate the information technology talents needed for national construction and development.important way.At present,information technology in junior high schools has always existed in the form of assessment classes,with fewer class hours and more content.During class,teachers tend to pay more attention to whether students have mastered theoretical knowledge and operational skills,but have not paid much attention to improving students’ thinking ability.Thinking map has a good effect in cultivating students’ thinking ability.Therefore,the application of the mind map to the information technology classroom of junior high school has certain theoretical and practical significance for cultivating students’ thinking ability,improving students’ interest in learning and improving students’ learning effect.By combing and analyzing relevant literature at home and abroad,we can see that the mind map has a unique role in promoting the development of students’ thinking ability,and it is an efficient auxiliary tool for teachers to cultivate students’ thinking ability.Systematic research is lacking.Under the guidance of thinking visualization theory,schema theory,constructivism theory and teaching system design theory,this research adopts literature research method,experimental research method and survey research method to carry out research.The first is to combine the teaching content of the junior high school information technology course with the characteristics of the thinking map to construct the "eight major thinking diagrams and the content matching map of the information technology course";the second is to construct the thinking map in the teaching and learning strategies of the junior high school information technology course.Research,teachers’ teaching strategies include using mind maps to present multi-dimensional knowledge landscape strategies,organizing classroom discussion activities,and externalizing problem-solving thinking process strategies.Students’ learning strategies include using mind maps to effectively construct knowledge structures and collaboratively analyze deep knowledge strategies,and put forward its applicable situations according to the corresponding strategies;the third is to carry out experimental research on the teaching strategies of junior high school information technology courses based on the mind map to verify its teaching effect.Through experimental research carried out in a middle school in Huangpu District,Guangzhou City,it was found that the teaching strategy of information technology courses in junior high schools based on mind maps has a good auxiliary effect on students’ efficient learning.First,it can improve students’ interest in learning,including students’ satisfaction with use The second is to improve the learning effect of students,including helping students to establish a knowledge system,promoting the development of students’ thinking ability,and improving students’ academic performance.