The Study Of Derivative Variable Teaching Practice Base On Concept Maps

Based on the traditional teaching mode of variant teaching in China,the study used concept map as teaching tools,guided by the mathematics curriculum standard,supported by the knowledge of derivative.the research involves 93 senior three students from two ordinary classes of high school in Hengnan county,hengyang city,hunan province.The 13.5 periods of classes on knowledge of derivative aim to study:What is the students' attitude and understanding of the variable teaching based on the concept map?what is the effect of variable teaching based on concept map on students' mathematics achievement is implemented?What is the influence of variable teaching based on concept map on students' learning when it carried out what is the impact on the teaching of teachers from the implementation of the reflection process based on the concept map.With the help of experimental method,questionnaire and interview,quantitative and qualitative analysis are applied to draw the conclusion of this paper.The students'attitude towards the variable teaching model based on concept map is positive and accepted,believed that the use of concept map teaching is helpful for learning.After the experiment,the experimental class students' scores existed significant difference with the students in comparative classes,the progress in experimental classes shows that concept map teaching has a positive effect to the promotion of student achievement;The use of concept map changed students' study habits and formed a good habit of summarizing.At the same time,the teaching of concept map also expands the mathematics knowledge of teachers and improves the teaching ability of teachers.From the above conclusion,the author thinks that the use of concept map should be constantly optimized and promoted,concept map should serve the first-line teacher 's teaching and To cultivate the core of mathematics on students.