A Case Study Of Teaching Design Of New Mathematics In High School Based On Mind Map

This research aims to develop a teaching case for high school mathematics teaching based on mind maps.Two research questions are therefore set up: the use of mind maps in the teaching design principles of high school mathematics;and the development of high school mathematics based on mind maps based on the above principles.New teaching instruction design case.With the mathematics of senior high school students teaching B version of the compulsory second chapter of the second section of the third lesson,"the undetermined coefficient method" and the second chapter of the compulsory fifth chapter of the first class "arithmetic series" as the object of study.Use interviews and case studies.The following conclusions have been drawn through research: The application of mind mapping to the teaching design of new mathematics in senior high schools follows the principle of integrating the goals of realization and thinking;it is feasible;the development of teaching design for service teachers based on the teaching design of high school mathematics;The teaching of new mathematics in high school mathematics based on mind mapping can promote the development of students’ thinking.Based on the above conclusions,the following suggestions are drawn: Pre-service teachers should pay attention to the theoretical study of mind mapping and the study of teaching design based on mind mapping;teachers should develop the application of mind mapping in the completion of process and method goals.