A Study on the Application of Mind Mapping to English Vocabualry Reviewing Class in Junior Middle School文献综述

 2022-08-11 15:30:51

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A Research on English Vocabulary Reviewing Class with Mind Map in Junior Middle School

  1. Definition

1.1 Mind map

Mind map is a visual thinking tool widely used in the field of education in recent years. And it is hailed as a global thinking tool in the 21st century. The mind map was originally a writing tool invented by the British psychologist Tony Buzan. He points out, “The expression method of radioactive thinking is the natural function of human thinking. And mind map is a very efficient and practical graphics technology which is the key to help open up the potential of the brain ... It is fully suitable for teaching as well as help to improve the learners behavior, and make learning ability and thinking mode significantly improved.”（Buzan, 2005）At the same time, he believes that there are two ways of “Note Talking” and “Note Making” in mind mapping. The former is for recording and sorting of other peoplersquo;s ideas when listening, reading and communicating, which can be regarded as an input process. The latter refers to stimulating onersquo;s own thoughts and sorting out onersquo;s own thoughts and ideas, which is the process of output. (Zhao Guoqing, 2012) After a series of researches, Buzan published the book Use Your Mind in 1974, and it was the first time to officially propose the concept of “mind map”. (Buzan, 1974) In Chinese researches on mind mapping, scholar Zhao Guoqing defines mind maps as “a kind of thinking visualization and non-linear tool for the purpose of promoting thought excitation and thinking organization.”(Zhao Guoqing, 2019) The definition takes thinking excitation and thinking organization as the two core functions of mind map, and visualization and nonlinearity as the two core features, which combines the practical application of the mind map in the definition.

1.2 The differences between mind map and concept map

Mind maps and concept maps are both graphic methods used to express personal thoughts, and are the two most typical and most popular visual and nonlinear cognitive tools. However, there are some differences in design ideas, expressions, etc. In the previous studies, they are often regarded as the same concept. This paper is trying to distinguish them, because discriminating the differences between the two can conducive to the user to choose the appropriate tool according to the specific teaching content and purpose, and maximize the advantages of the two as much as possible.

Differences

Mind Map

Concept Map

Concept
  1. It is the guidance and documentation of the thinking process.
  2. It is a process of divergent thinking.
  3. It mainly involves the central theme, branches, images and keywords and other elements.
  1. It is a static and objective representation of the knowledge system and human cognitive structure.
  2. It mainly involves the elements of nodes, levels, conjunctions and propositions.

Design ideas
  1. It starts from a central theme and gradually build an orderly figure with the deepening of thinking.
  2. A mind map has only one central point.
  3. The closer to the center, the closer the relationship with the central theme is.
  4. The design thinking for mind map is divergent, borderless, and there is no right or wrong.
  1. For concept map, the user should list all the concepts related to the theme first, and then put the most generalized concepts on the top. Next, establish the relationship between the concepts and concepts in turn. And the examples are usually put at the bottom.
  2. A concept map can have multiple main concepts.
  3. The relationship between concepts is relatively stable and there are boundaries.

Manifestations

Tree structure:

  1. It usually focuses on the center.
  2. The backbone of the subject for a mind map is a branch radiates from the center to the surrounding.
  3. Its branch is composed of keywords written on the association line.
  4. Each of its branch forms a connected node structure, and there is no between the nodesrsquo; conjunction.

Mesh structure:

  1. The conceptual diagram represents a knowledge network, including nodes and the relationships between nodes.
  2. There are connecting words on the connections between nodes.

Direct purpose

To stimulate and organize thinking.

To stimulate as many topic-related concepts as possible, and establish a rich representation knowledge.

As can be seen from the comparison table, compared with the limited forms and conditions of concept mind, it can be found that mind mapping uses the whole, image, node, line, key words and color to construct the relationship between information in graphical forms, so as to help people focus on the central topic and key branches, which can help improve the memory effect. At the same time, mind mapping makes full use of pictures and pictures to help students establish the connection between knowledge and information for practice and memory, so that their thinking is creative and in line with the acceptance mode of junior high school students thinking. Tony Buzan (2005) believes that this kind of thinking tool is suitable for all learning activities in accordance with the way the brain works, so it is suitable for junior middle school students.

    1. Semantic field

The semantic field theory is a classic theory proposed by the German linguist Jost Trier in the 1930s. The theory holds that in the language, every word is in the concepts of kinship. These words and each other as well as the specific word together form a self-contained system. And this kind of system is called the semantic field. (Xu Zhenmin, 1984) According to the theory of the semantic field, words can be combined under the control of a common concept to form a semantic field. This concept itself is represented by hypernym, and the semantic field is composed by hyponym, that is, hypernym in the semantic field represent the common concept (taxonomical concept), the words he controls represent the species concepts, and the words representing the species concepts form the semantic field. Due to the relationship between the hyponymy of words are relative, different results will be obtained when the investigation levels are different. Therefore, when the semantic field is applied to English vocabulary teaching, it can contribute to stimulate studentsrsquo; radiant thinking together with the mind map.

  1. Characteristics of mind map

Due to its advantages, mind maps have been widely used in English classroom teaching. First of all, the mind map emphasizes the coordination of the left and right of the brain. According to the brain science studies, humanrsquo;s left brain is mainly engaged in logical thinking while the right brain is mainly engaged in image thinking. Mind maps focus on the use of colors, branches, keywords, images, etc., and use the brains favorite way of thinking to stimulate cooperation between the left and right brains, thereby improving learning efficiency. Second, the mind map emphasizes thinking in three-dimensions. The divergent characteristics of the mind map make it possible to and derive new ideas on an old fulcrum, stimulate studentsrsquo; creativity. Also help to improve studentsrsquo; thinking ability and association ability. Finally, mind maps are strongly unique and can vary according to the different characteristics of each student which conducive to the personalized development of students.

  1. Theoretical frameworks
    1. Memory system

Modern psychology and neurophysiology studies have shown that human memory is not a “container” to be filled, but a complex device composed of interrelated memory systems. According to the perspective of cognitive psychology, the short-term memory capacity is only 7 plusmn; 2 blocks, which is very limited. Therefore, human information processing will be greatly restricted generally. However, the mind map starts from a certain central theme. And with the deepening of thinking, an orderly map is gradually established, and thereby increasing the knowledge block as well as the information available for processing in the case of limited capacity. At the same time, by fully mobilizing the logic, sequence, text, numbers of the left brain, and images, spaces, colors, and imagination of the right brain, mind maps can help students to think in accordance with the brains own laws, and form an interconnected memory system, thus, the potential of studentsrsquo; memory are greatly developed.

    1. Constructivism

Constructivist theory is a branch of cognitive psychology. The representative of constructivism, J. Piaget (1971) puts forward the Cognitive Structure Theory. He believes that childrenrsquo;s cognitive structure is gradually constructed through “assimilation” that integrates external stimuli into their own cognitive structure and “compliance” where individual cognition changes due to the influence of external stimuli. According to Piagetrsquo;s theory, teachers can continually “assimilate” the method of mind mapping to students by adding mind mapping in vocabulary teaching, and while learning and practicing, students are in the process of “compliance”. Thus childrenrsquo;s cognitive level is constantly enriched, improved and developed in this “balance-unbalance-heart balance” cycle. Based on his theory, Otto F. Kernberg (1976) emphasizes the key role of individual initiative. Since then, Vygotsky (1978) has put forward the theory of ZPD (Zone of Proximal Development), proposing to fully stimulate studentsrsquo; potential development zone. Based on Constructivism and student-centered approach, teacher can use mind mapping as a tool for promoting development to provide students with scaffoldings and promoting the continuous development of studentsrsquo; cognitive structure.

    1. Meaningful learning Theory

Ausubel(1962), the author of meaningful learning theory believes that there are two prerequisites for meaningful learning. Firstly, students show a tendency to meaningful learning, that is, the tendency to establish a connection between a new learning content and their existing knowledge. Secondly, the learning content has potential significance for students, that is, it can be connected with the studentsrsquo; existing knowledge structure. Therefore, in classroom teaching, the cognitive structure of students is the most important factor that affects studentsrsquo; meaningful learning, which can be divided into three parts, the amount, clarity and organization of students existing knowledge. Mind map focuses on the divergence of thinking, which can promote the mutual penetration of studentsrsquo; old and new knowledge, so that can help learners gain new knowledge.

    1. Intrinsic Cognitive Load

According to the source of cognitive load, Sweller divides it into intrinsic cognitive load, which is determined by the complexity of the learning material itself and the learnerrsquo;s original knowledge level, and the way of information presentation, external cognitive load, which is caused by the learnerrsquo;s learning activities and germane cognitive load, which is caused by the schema construction and automation in the learning process. (Sweller, 1988) In the teaching process, since the teaching tasks and learnersrsquo; learning materials are relatively fixed, the intrinsic cognitive load caused by them is also relatively fixed. Among the extraneous cognitive load and germane cognitive load that can be adjusted and controlled, the former is an invalid load that will hinder the cognitive processing of learners while the latter is to encourage learners to invest the remaining cognitive resources in deep cognition. The latter can also continuously apply the effective cognitive load of enhancing its cognitive schema to promote the automation of information processing. Therefore, the essence of instructional design is to realize the transformation from extraneous cognitive load to germane cognitive load. Mind mapping organizes and presents the learning content in an appropriate way, effectively reducing the extraneous cognitive load caused by the information presentation method, so that the learner can focus on establishing the connection between the content, that is, the germane Cognitive load. The use of mind maps provides specific strategic guidance for learners to establish relationships between content, so learners can focus more on the relationship itself, thereby improving learning efficiency.

    1. Knowledge Visualization

Knowledge visualization refers to turning abstract concepts, processes, etc. into graphic images to achieve the purpose of visualization. Its essence is to express peoples individual knowledge in a graphical way, forming an external manifestation of knowledge that can directly affect the human senses. ( Newman, 2003）The theory is based on Dual Coding Theory (Paivio, 1986) An important principle in dual coding theory is that presenting information in both visual and linguistic forms can enhance memory and recognition. As a form of knowledge visualization, mind maps can help teachers visualize teaching thinking logic as well as studentsrsquo; thinking logic, thereby promoting teaching and learning.

  1. Overview of foreign research on mind mapping

In the early 1960s, Tony Buzan began to study the mind map. Since the 1970s, he had gradually formed the concept of mind map in the process of collating his research results, and then opened the application of mind mapping in the field of teaching (Buzan, 1993). In 2008, Abi-El-Mona and Abd-EL-Khalick (2008) conducted a comparative experiment of learning scientific concepts between traditional note summarization and mind mapping for eighth-grade science classes. And the research results show that the mind mapping method, which is characterized by the description of the connection between the center and the primary and secondary concepts, and the use of different colors, can effectively help students enhance understanding and memory. When focus on the promotion of teaching by mind maps, some researchers point out that people should pay more attention to the progress of “map” effect, instead of just the meaning of forming “picture” as results. Also, attention should be paid to the complex system process layer of the mind map from “divergence” to “convergence”, so as to gradually form a self-style of visualization of thinking (Merchie,Keer,2016), which is similar to the “input-internalization-output” thinking production process of Chinese mathematician Hua Loo-keng. In addition, Ritchie, Della, Mcintos (2013) point out that when using mind mapping strategies for teaching and learning, it is necessary to combine “Retrieval Practice” with it. The combined use of these two is better than using mind mapping alone. At present, mind maps have been widely used in teaching practice in the United States, Japan, Singapore and other countries. For example, every school in Singapore is required to be equipped with mind mapping software. And in many excellent cases in “National Education Technology Standards” (NETS) in United States, the teachers use mind mapping method to optimize their class teaching. As far as English teaching is concerned, Martha Ineacute;s Goacute;mez Betancur (2014) applies mind mapping to studentsrsquo; English learning. She has found that by using hand-drawn and software to draw mind maps, students can actively contact related concepts and vocabulary under different background knowledge. And the use of mind maps helps students better understand and master information in the second language.

From the perspective of research methods, the research methods used by foreign countries in mind mapping for education in the past decade are speculative research, qualitative research and quantitative research. As far as the research direction, it is increasingly inclined to empirical research, while the frequency of speculative research is decreasing. Through comparative experiments, foreign scholars use quantitative experimental data to verify the effectiveness of mind maps in teaching applications with remarkable achievements. And these achievements can afford a lot of referential experience for the study of mind mapping in the field of English vocabulary teaching in China.

  1. Overview of Chinese research on mind mapping in English vocabulary teaching

5.1 Overview of the overall study

Relying on the CNKI database and using subject as the search keyword, enter the six most common categories of English teaching “English Writing Teaching”, “English Vocabulary Teaching”, “English Reading Teaching”, “Spoken English Teaching”, “English Listening Teaching” and “English Grammar Teaching” and enter “mind map”, these two keywords are in the relationship of “and”, the publication date is set from 2010-2020 for a total 10 years. As the result, there are 1115 articles in total. The distribution of the articles occupied by each course type is shown in Figure 1.

Figure1 Distribution of research directions of mind maps in English teaching in the past decade

(Source: CNKI)

It can be seen that in the field of English teaching, mind mapping is especially widely used in English reading, writing and vocabulary teaching. Among the 276 piece of articles that mainly study English vocabulary teaching, 68 of them are devoted to the study of English teaching in junior high schools. And 25 of them are focused on vocabulary teaching, including 3 articles from core journals.

As for the research trend of mind mapping in English vocabulary teaching, according to the number of papers in this direction each year (Figure 2), it can be concluded that the domestic research on mind mapping in junior middle school English vocabulary teaching generally shows an upward trend: since the domestic research on mind mapping in teaching starts late, the research was in a trough period between 2010 and 2014; while between 2015 and 2020, the number of papers published increased year by year, which reflecting that Chinese research in the field of English vocabulary teaching is relatively hot nowadays.

Figure2 Annual number and trend of mind maps published in English vocabulary teaching research literature in the past decade (Source: CNKI)

As far as research methods are concerned, the research on mind mapping in the field of English vocabulary teaching in the past decade has mainly focused on qualitative research, while there are only a few of quantitative research and scientific experimental research.

5.2 A specific analysis of the research of mind mapping in English vocabulary teaching

Domestic research and application of mind mapping in teaching started late in the 1990s. According to Internet statistical surveys, Shi Xiangdong, an advanced teacher at Zhongshan Middle School in Guilin, conducted a research project on “Optimizing the Teaching Process and Improving the Effectiveness of Ideological and Political Lessons Trough Mind Mapping”. Then he published the article “Using Mind Maps to Optimize the Teaching of Ideological and Political Lessons” in the sixth issue of Research of Basic Education in 2001. In the article, he points out the positive role of mind maps for teacher teaching and student learning (Shi Xiangdong, 2001). In 2001, it was Xu Liang who first proposed the combination of mind maps and schema theory. He believes that the divergent thinking mode of mind maps changed the traditional linear thinking. Then, after 2005, more and more educators have devoted themselves to the research and practice of mind mapping in the field of education. Yan Shouxuan first stated the meaning and application advantages of mind maps in his article “Mind Map: A New Path to Optimizing Classroom Teaching”. Then based on the mind map, he explores its possibilities and new paths in optimizing teaching design and consolidating classroom teaching and other teaching fields (Yan Shouxuan, 2016). Yan Yingqi and Wang Liming (2007) affirm the positive role of mind mapping in English teaching. They have affirmed the advantages of mind map memory words over traditional memory through the operability of mind maps in cognitive theory and communication theory. They believe that mind maps are consistent with human memory laws, and visual symbol theory can help Learners can remember the roots more easily. Mao Haiyan and Shan Honglei (2008) point out that mind mapping plays an extremely important role in the teaching of vocabulary, and it also greatly affects the semantics to a certain extent. Through experimental research, Liu Zhibin and Qin Xuejian (2009) find that using mind maps to memorize words can get twice the result with half the effort. In 2011, Tan Jicui guided middle school students to draw a mind map of vocabulary meaning based on the laws of psychology on short-term memory and long-term memory, which is a trial of the application of mind maps in vocabulary teaching. In 2014, Li Jia conducted a case study on the role of mind maps in junior high school English teaching, and concluded that mind maps make full use of functions in both human left and right brain and coordinate the balanced development of human logic and imagination, so that can effectively improve studentsrsquo; vocabulary. In addition, Lu Lu and Wang Feng (2013) summarized the five types of mind map composition commonly used in English teaching, which is a research result that is very helpful for teaching.

  1. The problems and prospects of mind map in vocabulary teaching in junior middle school

Based on the overview of researches at home and abroad, it can be found that compared with foreign countries such as Britain, the United States, and Australia, China is still in the introducing and promoting stage of mind mapping method with fewer results in empirical research and quantitative research. Although it shows an upward trend in the research of mind mapping in China in the field of English vocabulary teaching, there are still many questions due to the short duration. Firstly, the research in the field of practical applications is relatively simple. Secondly, the use of mind map and concept maps are sometimes confusing. Besides, there is a lack of systemic and targeted instruction design. Also, there are few researches on the combination of modern APP and other auxiliary software with mind map using in teaching.

    1. Detailed explanation and analysis of the problem
      1. The research ideas are modeled and lack of innovation

And there are more theoretical studies, less empirical studies and comparative studies. According to the search and review of the literature, it can be concluded that almost all kinds of researches are following several similar models, which can be summarized as follows: First, an overview of mind mapping theory, pointing out the application of mind mapping in English vocabulary teaching, elaborating suggest improvements. Second, summarize the theory of mind mapping, use teaching cases as examples to illustrate the advantages of mind mapping. Third, summarize the mind map theory, classify the mind map, and separately illustrate various applications in vocabulary teaching. It can be seen from this that most of the current research is teaching evaluation research within the framework of educational theory. Many articles only theoretically explain the research of mind maps in teaching, and most of them have similarities in different degrees, and various descriptions are similar. In addition, some of the researches are just a summary of years of teaching experience, which are lacking of scientific experimental demonstration.

      1. Many articles confuse mind maps with concept maps

Mind maps usually start with a central theme, and then build the map on the basis of deep thinking. Generally, there is only one central node. And mind mapping can be regarded as the guidance and record of the thinking process, which has no boundaries in divergence. As for the concept map, it can have multiple main concepts at the same time. And it reflects the objective knowledge system and cognitive structure. Since the relationship between concepts is relatively determined, the content expressed by the concept diagram is also relatively stable and bounded. In some papers, the lack of a clear distinction between mind maps and concept maps lead to vague concepts and confusion in instructional design, which affects the effectiveness and accuracy of mind maps in vocabulary teaching in English. Therefore, in the research of my paper, I will pay attention to distinguish the differences between these two concepts and reflect them in the design of vocabulary teaching schemes.

      1. The application of mind mapping in vocabulary teaching is short of pertinence and has not formed a complete system.

At present, most of the research only summarizes and summarizes the mind mapping model theoretically, and does not systematically go through comparative experiments and in-depth research in actual classrooms, so it has theoretical validity and operability. In addition, most of the studies have combined mind maps in root affixes, semantic fields, vocabulary associations, etc. which has led to insufficient and in-depth research on every type. Therefore, this paper will pre-set a set of teaching schemes that combine mind maps and semantic fields for vocabulary lessons. And the program will involve a series of teaching processes from pre-class preview to after-class review and practice. It is committed to forming a complete teaching system, and constantly improving the program in the experiment to achieve program optimization and complete quantitative analysis.

In view of the exposition of the above problems, this paper will build on the predecessors and proceed from the above problems to conduct a deeper research on the application of mind maps in English vocabulary teaching in junior high schools.

    1. Outlook for the research

Overall, this is a current era of visual thinking. The thinking pattern of human has changed from traditional linear thinking to spatial three-dimensional thinking, from abstraction to concrete. As an educator in the 21st century, it is our duties to emphasize and focus on how to cultivate students thinking patterns, instead of just impart knowledge.

Specifically, although this paper starts with vocabulary research, the overall research consideration and the logical thinking are common in English teaching. Therefore, on the basis of this paper, we can look forward into the future. Firstly, for teaching, it can be extended to reading courses, grammar courses, and other types of courses to maximize the value. Secondly, for students, it can be used to train studentsrsquo; thinking ability. At the same time, it can also be extended to the research for other minority language.

Reference

[1] Abi-El-Mona, Adb-El-Khalick. The influence of mind mapping on eighth gradersrsquo; science achievement [J]. School Science and Mathematics, 2008(7):298-312.

[2] Ausubel. The Acquisition and Retention of Knowledge: A Cognitive View [M]. Berlin: Springer, 2000.

[3] Buzan, T. amp; Buzan, B. The Mind Map Book: How to Use Radiant Thinking to Maximize Your Brainrsquo;s Untapped Potential [M]. New York: Penguin press, 1993.

[4] Burkhard. Knowledge visualization: The Use of Complementary Visual Representations for The Transfer of Knowledge. A Model, A Framework, and Four New Approaches [D]. Berlin: Eidgenossische Technische Hochschule ETH Zurich, 2005.

[5] Goacute;mez M.I., Y. King. Using Mind Mapping as A Method to Help ESL/EFL Students Connect Vocabulary and Concepts in Different Contexts [J]. Ciencia, Tecnologiacute;a y Sociedad，2014(10),69-85.

[6] Merchie, Keer. Mind mapping as a meta-learning strategy: Stimulating pre-adolescentsrsquo; text-learning strategies and performance? [J]. Contemporary Educational Psychology, 2016(46): 128-147.

[7] Ritchie, Della, Mcintosh. Retrieval practice, with or without mind mapping, boosts fact learning in primary school children [J]. Plos One, 2013(11):75-76.

[8] Sweller. Cognitive load during problem solving: Effects on learning Cognitive Science [J]. Cognitive Science, 1988(12): 257–285.

[9] Vygotsky, L.S., Cole, Michael. Mind in Society: Development of Higher Psychological Processes [M]. Cambridge: Harvard University Press, 1978.

[10] He, Jianing [何家宁].语义场理论在商务英语词汇教学中的应用[J].国际经贸探索,2005(S1):79-81.

[11] Liu, Zhibin, Qin, Xuejian, Liu, Yumei, Lei, Guangrong [刘智斌,覃学健,刘玉梅,雷广荣].运用思维导图进行英语单词记忆的实验研究[J].软件导刊(教育技术),2009,8(01):90-93.

[12] Li, Jia [李佳].思维导图在初中英语教学中的实证研究[J].山西师大学报(社会科学版),2014,41(S4):214-215.

[13] Lu, Lu, Wang, Feng [卢璐,王峰].英语教学中五种思维导图构图类型[J].教学与管理,2013(01):52-54.

[14] Mao, Haiyan, Shan, Xionglei [毛海燕,单宏磊].谈思维导图在词汇教学中的应用[J].教育探索,2008(11):59-60.

[15] Shi, Xiangdong [石向东].运用思维导图优化思想政治课教学[J].基础教育研究,2001(06):26-27.

[16] Tan, Jicui [谭记翠].巧用思维导图,强化英语词汇记忆[J].教育与教学研究,2011,25(01):137-140.

[17] Wang, Chenguang [王晨光].思维导图和概念图的异同及教学运用[J].中学地理教学参考,2019(09):26-29.

[18] Yan, Shouxuan [闫守轩].思维导图:优化课堂教学的新路径[J].教育科学,2016,32(03):24-28.

[19] Yan, Yingqi, Wang, Liming [闫英琪,王立明].通过思维导图用词根架构英语单词[J].甘肃科技,2007(10):277-279.

[20] Zhao, Guoqing, Lu, Zhijian [赵国庆,陆志坚].“概念图”与“思维导图”辨析[J].中国电化教育,2004(08):42-45.

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资料编号：[271546]

A Research on English Vocabulary Reviewing Class with Mind Map in Junior Middle School

  1. Definition

1.1 Mind map

Mind map is a visual thinking tool widely used in the field of education in recent years. And it is hailed as a global thinking tool in the 21st century. The mind map was originally a writing tool invented by the British psychologist Tony Buzan. He points out, “The expression method of radioactive thinking is the natural function of human thinking. And mind map is a very efficient and practical graphics technology which is the key to help open up the potential of the brain ... It is fully suitable for teaching as well as help to improve the learners behavior, and make learning ability and thinking mode significantly improved.”（Buzan, 2005）At the same time, he believes that there are two ways of “Note Talking” and “Note Making” in mind mapping. The former is for recording and sorting of other peoplersquo;s ideas when listening, reading and communicating, which can be regarded as an input process. The latter refers to stimulating onersquo;s own thoughts and sorting out onersquo;s own thoughts and ideas, which is the process of output. (Zhao Guoqing, 2012) After a series of researches, Buzan published the book Use Your Mind in 1974, and it was the first time to officially propose the concept of “mind map”. (Buzan, 1974) In Chinese researches on mind mapping, scholar Zhao Guoqing defines mind maps as “a kind of thinking visualization and non-linear tool for the purpose of promoting thought excitation and thinking organization.”(Zhao Guoqing, 2019) The definition takes thinking excitation and thinking organization as the two core functions of mind map, and visualization and nonlinearity as the two core features, which combines the practical application of the mind map in the definition.

1.2 The differences between mind map and concept map

Mind maps and concept maps are both graphic methods used to express personal thoughts, and are the two most typical and most popular visual and nonlinear cognitive tools. However, there are some differences in design ideas, expressions, etc. In the previous studies, they are often regarded as the same concept. This paper is trying to distinguish them, because discriminating the differences between the two can conducive to the user to choose the appropriate tool according to the specific teaching content and purpose, and maximize the advantages of the two as much as possible.

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