CONDITIONS FOR FORMING THE ABILITY OF PEDAGOGICAL STUDENTS TO USE MIND MAPS IN PEDAGOGICAL WORK

Background. In conditions of a large information flow and accessibility of information, problems often arise related to the ability to process it, analyze it, and optimally memorize it. One of these tools is mind maps, which in this study were considered as didactic means of structuring, ordering, visualization, systematization, and establishing relationships. Purpose: to identify the conditions for developing students’ ability to use mind maps in teaching activities. Materials and methods. The study is of a theoretical and empirical nature. The identified conditions were introduced into the student learning process during experimental work. As part of the ability to use mind maps in teaching activities: knowledge of theoretical material on mind maps, requirements for them, capabilities and limitations; the ability to draw up mind maps, including using digital resources; include mind maps in work with schoolchildren. The study used a complex of theoretical and empirical methods. To check the reliability of the results obtained, the Wilcoxon T-test was used. Results. The conditions for developing students' ability to use mind maps in teaching activities are identified: embedding mind maps as a meaningful line into disciplines and practices; inclusion in the educational process of working with ready-made maps, checking their correctness, addition and/or adjustment, development, use of maps in the design and research work of the teacher and student; inclusion of tasks for working with mind maps in the program of teaching practice, with their subsequent defense. With the help of experimental work, the effectiveness of the identified conditions for developing students’ ability to use mind maps in teaching activities has been proven.