Using Model Of The Mind Map To Interpret Primary School Mathematics Textbooks

The comprehension for a textbook is one of the basic abilities of teachers and it is the premise of effective teaching. But nowadays, the insufficient cognitive ability of the teachers, the isolated textbook knowledge, and/or the inaccurate interpretation method lead to many problems existing in the textbook interpretation and affect the actual teaching effect. This paper introduced the mind map, based on its four major characteristics to guide the textbook interpretation, i.e. focusing on a central point, radiating to the surroundings, constituting the branches by using keywords, and forming a connected node by using the branches.First of all, based on the teaching practice, we observed, analyzed and concluded the problems existing in current textbook interpretation. Especially, we concern how to permeate the integrity assurance and mathematics thinking method. Then, in view of the above problems, we introduced the mind map to guide the interpretation of the mathematics textbooks and help the teachers to establish structural and systematic textbook knowledge, namely, to tease out the Beijing Normal University version of 1-12 primary school mathematics textbook knowledge structure, the objectives of the curriculum and textbooks of the ‘graphics and geometric’ section, the knowledge growth system of the ‘graphics and geometric’ section, and ‘the reduction thinking’ in graphic measurement clues. Finally, on the methodology level, we summarized three principles of textbook interpretation, i.e. overall strategy, dynamic strategy, and focus strategy.Finally, through the analysis of two practical cases, we proved that the feasibility and its validity of this model of the mind map using graph to interpret textbooks.