The Mathematical Teaching Design And The Practice On Mind Mapping During The Junior Middle School

Mathematics is an abstract subject,and there is a strong logic in mathematical knowledge.Therefore,under the background of the new curriculum reform of the junior middle school,how to improve the mathematical teaching effect has become an urgent problem.Mind Mapping can integrate the information tools and teaching effectively,through the improvement and consolidation mathematics teaching during the junior middle school.In this paper,we introduce briefly the concept,background,theoretical basis of Mind Mapping,and the basic application in China and abroad.Secondly,combined with the characteristics of Mind Mapping,the present situation of mathematical teaching in junior middle school,we study three aspects: why to apply,how to apply,and the value of the application.Thirdly,through some related junior middle school mathematical teaching cases,we practice the application of Mind Mapping.Using the analysis method,experimental method,questionnaire and interview literature,with a grade eight secondary school in Xiamen city(1)and(2)students as the research object,we comparative experiment,and find that the application of Mind Mapping in mathematical teaching can stimulate students' interest,improve students' mathematics learning level,and help students construct knowledge system.Finally,through the investigation and analysis of the interview results and statistics,we give the summary,reflection and outlook.