Mind Maps Assist The Teaching Research Of Mathematics Problem-solving In Junior High Schools

The teaching of mathematical problem solving is very important for students to learn the subject of junior high school mathematics.The key to mathematical problem solving is to find breakthrough points in solving problems.Mind maps are a tool for visualizing thinking.Paying attention to expressing content related to core topics can help Students construct a knowledge structure,integrate piecemeal knowledge,find breakthroughs in solving problems,and then solve problems.First of all,classroom observations were made on the seventh,eighth and ninth grades,and after-class interviews were conducted with the instructors.By investigating the current situation of the application of mind maps in junior middle school mathematics problem-solving teaching,they found problems and analyzed their causes.Then,in order to solve these problems and combine the design principles of mind maps,the strategy of mind maps assisting junior middle school mathematics problem solving is summarized.The strategies are combined with specific teaching content to give examples,and the expected effect evaluation is performed to give the majority of education work.For reference.The contents of this research mainly include: first,by consulting relevant literature,clarify the relevant concepts of mind map,problem-solving teaching and mathematics problem-solving teaching,and master the principles and methods of mind map design in mathematics problem-solving teaching.Gave the overall grasp.Secondly,classroom observations were made on the seventh,eighth,and nine years,and after-class interviews with instructors were conducted to find out the problems in the application of mind maps in the teaching of mathematical problem solving,and to analyze the causes.According to the problems existing in the application of mind maps,according to the principles and methods of mind map design,the strategies of mind maps assisting junior middle school mathematics problem-solving teaching are summarized.The application of the strategies is exemplified and the expected effects are evaluated.,A more complete presentation of the process of mind maps assisting mathematical problem solving teaching.Finally,the conclusion of this study is drawn.The research conclusion is first,the design principles and methods of mind maps in the teaching of mathematical problem solving;second,the problems of the application of mind maps in the teaching of mathematical problem solving;third,the induction of mind maps to assist junior middle school mathematics solutions Strategies for problem-teaching;fourth,the precautions for using math maps to teach mathematical problems.What needs to be improved in this research is the use of mind maps for problem-solving teaching.The production of mind maps with rich and colorful content is easy to formalize if they are not well grasped,which affects the actual teaching effect.Some content can be done well without drawing a mind map.At this time,it is necessary to make appropriate choices to avoid form for the sake of form.