A Practical Study On Mind Mapping In Junior Middle School Mathematics Teaching

With the development of times,the research on mathematics education has been carried out.As an effective learning tool,mind mapping is favored and concerned by more and more educators and researchers.In recent years,the research of mind map is in full swing in terms of quantity and quality,but most research was theoretical,therefore,there is a lack in specific operational teaching mode,scientific experimental demonstration,especially in multi-angle comparative research area and other practical problems.On the basis of combining the relevant literature,this paper selects four parallel classes as the research object,using four different teaching methods——drawing mind map by the teacher,drawing mind map jointly by the teacher and the students,drawing mind map by students and not using any mind map.The paper applies the statistical software SPSS22.0 to carry out comparative analysis of the teaching effectiveness of the four teaching methods as well as the impact on students of various learning ability.According to the analyses,the conclusions are as follows:(1)The teaching mode including mind map drawing can improve students' mathematics learning performance,which is better memorization and understanding mathematics knowledge points,improved knowledge network building and enhanced mathematics thinking;(2)The teaching mode of mind map drawn by the teacher and students together is the best,followed by only students drawing,only the teacher drawing,and the bottom is the traditional mode of no mind map at all;(3)There is no significant difference in the effect of using mind mapping between two genders;(4)The mathematics learning performance improvement of student of average academic achievement and underachievers are more outstanding than that of high achievers.However,the post-test performance and the pre-test performance have significant relevance,which means that the students' learning performance is influenced by the students' previous learning level.In the respect of interest in mathematics learning,the ability to memorize and understand mathematics knowledge,mathematics thinking and the ability to build knowledge network,the intermediate-level students show more improvement than the top students.Combined with the above conclusions,the following suggestions are given:(1)Update teachers' teaching conception and increase the propaganda of mind mapping;(2)Adopt the teaching method of cooperation between teachers and students to draw mind map;(3)Teach students according to their aptitudes and set teaching requirements for mind map in accordance with the students' learning level,Provide the intermediate-level students and underachievers with more guidance as well as strict requirements.