Research On The Strategy Of Mind Mapping In Mathematics Teaching For The High Grade In Primary School

This study is in accordance with the new curriculum standard: Teaching activities are the process of active participation,interactive exchanges and shared development of teachers and students.Student learning should be a lively,active and individualized process.Teachers should play a leading role in handling the relationship between their lecturing and students' development,guiding students to think independently,explore actively and communicate with others,so that students can understand and master basic mathematics knowledge and skills,experience and apply mathematical ideas and methods,and gain basic experience in mathematics activities.As such,teachers should align their teaching with students' learning styles,develop a teaching method suitable for students' development,and cultivate students' interest and enthusiasm for learning,so that students can learn to apply knowledge flexibly while mastering it.The study strategy of mind mapping in mathematics teaching has become familiar to primary and middle school teachers.Therefore,the study of mind mapping as a mathematics teaching strategy is of proven practical value.This study integrates mind mapping with mathematics teaching organically,explores strategies and methods of mind mapping in primary school teaching,and tests methods in teaching practice.The integration of mind mapping in teaching can provide teachers with new ideas of instruction,help teachers design teaching links,improve classroom atmosphere,and enhance teaching efficiency.In class,mind mapping enables students to have a fresh sense of the class and be more interested in joining class activities.Organising knowledge points via mind mapping can deepen students' understanding and memory of learning and,at the same time,students' creative thinking can be cultivated.Therefore,the application of mind mapping to primary school teaching is of clear relevance in research.As the knowledge content of the curriculum of the higher grades of primary schools and the abstraction and complexity of learning points have been improved,there will be a clear practical relevance in utilising mind-mapping techniques in the curriculum.Moreover,the level of students' abstract and logical thinking have been developed to a sufficient extent by the time they reach the higher grades in primary schools to be conducive to the implementation of the mind mapping strategy.This study mainly adopts the literature review,questionnaire survey and case analysis methods.In the course of conducting research,this study will make a questionnaire survey for students.To accurately grasp the application of mind mapping in the mathematics of the higher grades of primary schools,a questionnaire is conducted among students to assess the practical teaching effect of a teaching strategy based on mind mapping.This study attaches equal importance to theory and practice.Based on previous theoretical research,this paper proposes a strategy for effective mathematics teaching at the higher grades of primary schools to deal with problems existing in the current teaching.Through the clever use of comparative thinking,transformational thinking and overall layout,these three strategies are applied to the test of the practice of new lesson plans,practice classes and review classes.Teachers should use mind mapping to assist their teaching at the appropriate stages and endeavour to create a mind mapping teaching model suitable for students of the higher grades of primary schools.This study not only improves the atmosphere of mathematics classroom,the interaction between teachers and students,the frequency of interaction between students and students,and the enthusiasm of students for leaning mathematics,but also releases teachers from the classroom and becomes a guide.At the same time,students have a broader space to develop creative thinking.However,due to the limitations of external conditions,such as short research time and the researcher's limited ability,this study has many shortcomings.The research results are not perfect in respect of applicability,generalization and long-term nature,and the researcher will further conduct comprehensive and insightful research in the future.From the practice of teaching with the use of mind mapping,teaching should not focus on the form of drawing mind maps,but emphasize the inspiration of students by teachers' instruction,and the thinking and knowledge building which takes place when students draw mind maps.This concept should be stressed and mathematics classes should be conducted which are full of innovative thinking.