Practice And Research On The Role Of Mind Map In Solving Problems Of Graphics And Geometry In Primary School Students

Under the background of curriculum reform,the function of curriculum is changing greatly.Traditional curriculum and teaching attaches great importance to the acquisition of students’ basic knowledge and skills,while the new curriculum reform advocates threedimensional goals:knowledge and skills,process and method,emotional attitude and values.Therefore,in the new era,mathematics teaching emphasizes more on the processes that students can experience on the formation of mathematics knowledge,learn the method of mathematics learning,master the method of mathematics learning,feel the way of mathematical thinking and develop the ability to solve problems with mathematical thinking and methods.Some studies have shown that as an effective tool to show the thinking process,mind mapping has been applied in classroom teaching of various disciplines to show the process of knowledge formation.It was applied to unit review and stage review to help students form the framework of knowledge structure;it was applied to the process of autonomous learning to improve students’ learning efficiency and promote the development of their thinking.Mathematics problem solving is an important aspect of students’mathematics learning.On the one hand,it can help students understand and consolidate mathematical knowledge;on the other hand,it can also help students develop their mathematical thinking and improve their ability to solve mathematics problems.However,in the actual process,many primary school students pay much attention to the acquisition of results,but not the same to the process of thinking in order to complete the task assigned by the teacher.Therefore,this paper explores the practical significance and value of mind map in problem solving of graphics and geometry of primary school by taking the problem solving of cuboid and cube as an example.The main research methods for this paper include literature research,micro-experiment,questionnaire and interview.The main research contents are as follows:(1)understanding deeply the application of mind mapping in mathematics education;(2)designing and giving out Cuboid and Cube Unit Tests,and understanding students’ situation of problem solving of cuboid and cube;(3)designing mind mapping of non-computational and computational problems of cuboid and cube;(4)designing micro-experiments:in the learning process of cuboid and cube units,the students in the experimental class use mind maps,while the students in the control class don’t use mind maps.The role of mind map in mathematics problem solving of primary school students is analyzed through student achievement,questionnaire survey and the teacher and student interview.The micro-experiment focuses mainly on the following three questions:when pupils use mind map to solve cuboid and cube problems,(1)whether it can speed up the speed of pupils’ solving closed questions;(2)whether it can improve the accuracy of closed problem solving of primary school students;(3)whether it influences on open-ended problem solving of primary school students.The results showed that in solving mathematical geometry problem,the use of mind map can improve the students’ mathematical performance,and improve their accuracy of solving closed problem;especially,for the middle level students,the effect is more obvious.However,in the process of micro experiment,the time for experiment is short,but it takes a certain time for students to draw mind map.Therefore,for the students in the experimental,the time of problem solving class isn’t significantly reduced,and the effect of mind map on the open-ended problem solving and students’ reflection are also not obvious.