The Experiment Research On High School Students Learning Sequence With Mind Mapping

Mind mapping is a visual diagram illustrating the form of human thinking process.With the help of mind mapping,the scattered and fractional knowledge can be organically integrated in students’ mind,and the relationship between different knowledge can be understood.It helps students to grasp the integrity of knowledge and absorb knowledge in real,so as to establish a good knowledge structure.This study selects sequence as the research content.Sequence is a key content of high school mathematics learning involving integrated use of functions,equations and inequality,which contains a variety of mathematical methods such as analogy,equation and equivalent transformation.While most high school students of learning sequence is just remembering a few formulas to use,and the difficulties in the students’ learning is that they can’t really understand the inner knowledge link of sequence.Therefore,the use of mind mapping is necessary to help students learning sequence and really understand knowledge.In experimental study on mathematics teaching of mind mapping,it carries analysis and discussion through practical teaching comparison of the experimental class and control class education experiment,paper test,questionnaire survey,classroom observation and interview.The study focuses on three questions:(1)Whether the mind mapping is helpful in establishing a good mathematics knowledge structure for high school students;(2)Investigating the attitudes of students and teachers of the new mind mapping instruction;(3)Exploring the practical suggestions for mathematics teaching based on the mind mapping.Results show that mathematics teaching based on mind map in the mass improves the students’ learning achievement compared with normal teaching.But for students of different learning,the effect is different.The performance of students of quality and lowest learning level in experimental class had no obvious change compared with control class,but students of secondary learning level is significantly higher than the control class.Teachers and students like the experimental teaching.Overall,the mathematics teaching based on mind mapping is welcomed by teachers and students.It improves students’ learning interest,which is conducive to the students’ autonomous learning and knowledge organization.They have a positive attitude on the experimental teaching and hope to continue to carry on mathematics teaching activities based on mind mapping.