Senior High School Mathematics Teaching Practice Conceptual Diagram Strategies

The concept map teaching strategy is take the concept map as the auxiliary means that take cognition principle, construction principle theory of learning as main theory basis new teaching strategy. At the same time, promotes the student knowledge construction and the meaningful study, sharpens the student power of thought; On the other hand raises the teacher teaching level, promotes the teacher to reconsider, is advantageous in realizes the teachers and students to interact. Therefore conforms to the teaching idea which the new curriculum implements, this article is for the purpose of exploring the concept map strategy in the high school mathematics teaching application, studies the concept map teaching strategy the teaching effect as well as this strategy the influence which studies independently to the student produces.This article altogether divides into five chapters, the bare bone is as follows:The first chapter is the introduction. The brief introduction present paper’s research background, and elaborated the present paper research aim and the significance; The second chapter is the concept map research summary. Elaborated specifically the concept map implication, the concept map in high school mathematics application rationale, the domestic and foreign research present situation and the related concept map’s discipline teaching empirical study, and introduced briefly how to manufacture the concept map; Concept map has a very wide range of basic theory, modern cognitive learning theory and constructivism learning theory as well as the known as the construction of new mode of information technology education in twenty-first Century and brain theory can provide the concept map instructional significance to provide theoretical support. The third chapter is embarks from the concept map strategy in the high school mathematics teaching significance, discussion concept map strategy in teaching application; The fourth chapter is the concept map strategy in the high school mathematics teaching experimental study. Embarks from the concept map strategy in the teacher and student’s application present situation, through the concept map strategy in mathematics teaching’s implementation, with the aid of methods and so on questionnaire, data analysis carries on the investigation and study analysis to the field research effect, and through method study analysis concept map strategies and so on questionnaire, individual interview studies, aspect the independently and so on knowledge construction to the student influences; Through two times of pretest and posttest, using the data analysis obtained the concept mapping strategy on achievement of the students and the effect on the students ability to solve problems of influence, and in the course of the experiment, analysis of the experimental class of high-score group and low-score group to use concept mapping strategy influence. Last part is this research conclusion and the suggestion, has a more widespread application by the time concept map strategy in the teaching.