The Study Of "Topic Group-Concept Map" Teaching Pattern Of The Mathematics Review In Senior Grade Three

Teaching mode is the bridge to connect teaching theory with teaching practice. New curriculum reform advocates the new teaching concept of "student-centered learning, teacher guide", but most of the college entrance examination is still the” barometer" of high school education teaching. Students in senior high school still face workbooks and frequent mock exams. Many students are afflicted with such a heavy academic burden that they lack knowledge concept, lose interest in learning and their review is inefficient. That’s why their test scores are not ideal in the present situation. teachers should change the traditional teaching style of teaching mode. Therefore, The researchers build a "topic group- concept map" teaching pattern which does following procedures: students first do concept map, then teachers compile problems, students display with cooperation, and at last they complete concept map and do variant training. In the paper, the author expounds following questions: What is the “topic group- concept map" teaching pattern? How to do the "topic group- concept map" teaching pattern? How much effect can the “topic group- concept map" teaching pattern reach?In order to know about the present condition of senior students’ mathematical review, the author reviews literature to research topic group teaching and concept teaching, and finally build the “topic group- concept map" teaching pattern. Based on experiment research and analysis of questionnaire data, the author find that Students not only have universality improved their test scores, but also get good efficiency on formation of the concept system and cultivation of the students’ interest in mathematics learning.At last, the author gives teachers following advice: compiling problems needs teamwork; completed concept map needs teacher’s audience; teachers need diversification of teaching mode. The author also give students some advice: students need to preview before class; have the courage to explore own views in class; be sure to do five thinking after class.