Table 3 The application standards for teaching geographic subject mind maps.
From: Fostering students’ geographical synthetic thinking using geographic subject mind maps
Primary Indicator | Weight | Secondary indicator | Weight | Indicator connotation | Evaluation method (5-point scale) | Weighted score |
|---|---|---|---|---|---|---|
A: Involvement of Geographical Synthetic Thinking Dimensions | 0.65 | A1 Frequency of Geographical Synthetic Thinking Dimensions | 0.19 | The number of geographical synthetic thinking dimensions involved in the mind maps used in each experimental class (one or more maps), and the total number of geographical synthetic thinking dimensions involved in all experimental classes, divided by 6 and then by the number of classes to get the average frequency of occurrence of each dimension in each class. | Average frequency * 5 | 0.1235 |
A2 Coverage of Geographical Synthetic Thinking Dimensions | 0.54 | The coverage of the 6 dimensions of geographical synthetic thinking by all geographic subject mind maps used in multiple classes during the experiment. | The cumulative number of dimensions covered by all experimental classes/6 * 5 (excluding the number of coverage times) | 0.351 | ||
A3 Implementation Degree of Geographical Synthetic Thinking Objectives | 0.27 | The implementation of the preset geographical synthetic thinking objectives in the process of using geographical subject mind maps in teaching. | 5 points * implementation ratio, with 100% implementation being 5 points | 0.1755 | ||
B Standardization of Mind Map Applications | 0.35 | B1 Introduction to Geographical Subject Mind Map Drawing Standards | 0.15 | The teacher prints out the geographical subject mind map pattern and drawing standards and distributes them to the students, introducing its function and the requirements for drawing standard geographical subject mind maps to the students. | Scan through the experimental classes, score 0 or 1 according to the compliance, and calculate the score using the compliance level * 5 | 0.0525 |
B2 Analysing Problems Based on Geographical Subject Mind Maps | 0.25 | In teaching, the teacher can analyse and solve geographical problems based on the geographical subject mind maps drawn by students and themselves. | Scan through the experimental classes, score 0 or 1 according to the compliance level, and calculate the score using the compliance level * 5 | 0.0875 | ||
B3 Guiding Students to Draw Mind Maps | 0.21 | When analysing geographical problems, the teacher first asks students to draw geographical subject mind maps based on the problem’s attributes and use them to analyse the problem. | Scan through the experimental classes, score 0 or 1 according to the compliance level, and calculate the score using the compliance level * 5 | 0.0735 | ||
B4 Showcasing Teacher-Drawn Mind Maps to Students | 0.24 | After students draw their geographical subject mind maps, the teacher provides a standard geographical subject mind map drawn by themselves and uses it to analyse the problem more accurately. | Scan through the experimental classes, score 0 or 1 according to the compliance level, and calculate the score using the compliance level * 5 | 0.0840 | ||
B5 Guiding Students to Revise and Improve Mind Maps | 0.15 | The teacher can organize students to compare their own geographical subject mind maps with the standard ones, identify the deficiencies in their own maps, and ask students to revise and improve them. | Scan through the experimental classes, score 0 or 1 according to the compliance level, and calculate the score using the compliance level * 5 | 0.0525 |
