On The Internal Networks Of Students’ Mathematics Knowledge Among The Senior High School-Conic Sections

In mathematics classroom teaching process, teachers tend to reference the knowledge structure of teaching materials, according to their own understanding of the knowledge structure of teaching, in order to instill the new knowledge into the students’ knowledge network..However, this way of teaching depends more on teachers’experience. Is it impossible that we effectively measure students’knowledge with related educational theory? This is the starting point of this research.This paper adopts literature research, questionnaire, statistical analysis, etc. First of all, by studying and analyzing the related knowledge network and the literature research of concept map to provide theoretical basis for research. And then investigating students’ understanding of the concept map, methods of studying the related concept of conic and of reviewing the system of knowledge of conic. Finally, to study the construction of conic concept map and the diversity indications of concept map about students with different academic achievements.Research conclusion:(1) Based on analyzing the task of constructing the concept map of conic, students’knowledge networks have certain differences;(2) The differences of male and female students’ knowledge network is mainly embodied in the representation of concept;(3) There remains some differences in the total number of nodes, links, and total effective link for students with different academic levels;(4) Students’ concept map is single, and their mastery of it is incomplete; Horizonal linkage is weak, which shows that students don’t go into the relation of concepts.Therefore,the paper puts forward relevant teaching suggestion according to results of the research:Pay more attention to the integrity of the teaching of knowledge network; Pay attention to the construction of knowledge network in mathematics application; Using the concept map to improve the way of evaluation.