The Influence Of Teachers’ Guidance Level Of Mind Mapping On Middle School Students’ Geographical Comprehensive Thinking

As one of the core qualities of geography,mind mapping is related to comprehensive thinking due to its divergent and systematic characteristics,and it has gradually become an important tool to cultivate comprehensive thinking in geography.In order to play the better effect of mind mapping on the improvement of comprehensive thinking level,how teachers use mind mapping is the key.The research on how teachers use mind mapping to improve students’ integrated thinking is still in its infancy,and there are few research about the the evaluation indexes and standards of teachers’ mind mapping instructional behaviors.First,based on the literature review of the related concepts,this paper constructs the evaluation indexes and standards of teachers’ guidance level of the Geographical Integrated Thinking Mind map.Second,six middle school geography teachers and their students in different provinces and cities were taken as the research objects.The teaching videos before and after the training of experimental teachers are used as a tool,and the constructed evaluation indexes and standards are used for evaluation.The pre-test results showed that average score is 6.75 points(full score is 25),which was at a low level.The analysis shows that the low guidance level is ascribe to teachers’ desire of the mind map,students’ low participation in drawing mind mapping,lacking teachers’ methodological guidance.Based on the above reasons,this paper puts forward some strategies to improve teachers’ guidance level,including strengthening teachers’ understanding of related concepts and evaluation index system,organizing teachers to study and design the Geographical Integrated Thinking Mind map,organizing teachers to conduct the Geographical Integrated Thinking Mind map evaluation training,etc.After 2lessons of training,the post-test results show that the average score of the teachers’ guidance level is 12.875 points,with an increase of 90.74%.The trained teachers conducts 4 experimental lessons in their class.Students in the experimental classes were surveyed before and after the teaching experiments by the Integrated Thinking level.and the Geographical Integrated Thinking Mind map drawing level measurement tools.The results showed that the students’ level of integrated thinking increased by 7.69 points,which prove that the teaching of the Geographical Integrated Thinking Mind map can improve students’ geographical comprehensive thinking.Besides,based on the test results of the mediation model,it is found that teachers’ guidance level can directly affect students’ comprehensive geographical thinking and can influence students’ comprehensive geographical thinking through the mediating effect of students’ drawing level of the Geographical Integrated Thinking Mind map.The direct effect(2.951)and the intermediate effect(0.714)accounted for80.52% and 19.48% of the total effect(3.665).The results provide theoretical basis,rating index system and improvement strategies for teachers to use mind mapping to improve students’ comprehensive thinking.It also clarifies the mechanisms by which teachers’ guidance level of the Geographical Integrated Thinking Mind map plays a role in students’ geographical comprehensive thinking level.