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Abstract: The paper presents a model of contextual-mental teaching computer science to students of non-mathematical fields of education of a pedagogical higher school from the position of contextual and cognitive approaches. It singles out and justifies the basic structural components of this model, aimed at improving understanding of the meaning of the taught material. Associative mental maps are proposed to be used as a didactic tool. The article provides the definition of associative mental maps, gives their functional characteristics and studies the process of their construction. There are several options for their use in terms of education: by teachers while explaining new material; by those trained for effective perception, understanding and memorizing the presented educational information; in self-education; both by teachers and students on the control and evaluation and reflective stages of the learning process. The experience of contextual-mental method of teaching computer science to students of psychology shows its advantages in ensuring understanding the meaning of the material under study, memorizing the necessary information for its use in future professional activity. The realization of the described model of contextual-mental teaching computer science to students of non-mathematical fields of education of a pedagogical higher school, in which associative mental maps are used on all stages of education process (lectures, practical sessions and assessment), makes it easy for the student to better understand the meaning of the material under study and memorize in a logical and figurative way the necessary knowledge for its application in future professional activity.