أثر استخدام الخرائط الذهنية فى تدريس التربية الموسيقية لتنمية التحصيل والإتجاه نحو المادة لدى تلاميذ المرحلة الإعدادية

               The aim of the current research is to know the effect of using mental maps in teaching music education to develop achievement and the direction towards the material for middle school pupils, and the research used the semi-experimental approach and content analysis. The current research, whereby the performance of the experimental group was observed before and after applying the experimental variable, then the amount of the change that has occurred was measured, and the research included a group of second grade students from the preparatory stage in Qena Governorate, and their number reached (60) students, then they were divided into Two groups, one experimental and unequal other officer.
 
The most important results of the research were as follows:
 
1- There are statistically significant differences between the mean scores obtained by the members of the experimental group and the scores of the members of the control group in the post measurement of the musical achievement test through the use of the mental mapping strategy and these differences in favor of the scores of the members of the experimental group.
2-There are statistically significant differences between the mean scores obtained by the members of the experimental group and the scores of the members of the control group in the dimensional measurement of the measure of the trend towards the material through the use of mental mapping strategy and these differences in favor of the scores of the members of the experimental group.
 
The research recommended the following:
 
The need to provide those in charge of the educational process with
1-mentors and teachers with a guide that explains what the mind maps program is and how to use it in teaching.
2-Getting rid of the traditional method used in teaching music education and focusing on teaching strategies that depend on the active and positive participation of the learner rather than being a recipient of knowledge only.
3-Preparing training programs for music education teachers on how to use the mental mapping strategy in the educational process, and how to include the techniques of producing and drawing mental maps in teaching.