A Practical Study Of High School Mathematics Teaching Strategies Based On Concept Maps

In recent years,various aspects of high school mathematics have been undergoing great changes,as manifested in the reform of curriculum concepts,teaching concepts,textbooks,and the reform of college entrance examination,which have eventually resulted in making the problems of or deficiencies in high school mathematics teaching increasingly prominent.In this context,the teaching of mathematical concepts needs to be well-organized and systematic.Concept mapping is a tool that can accomplish such a mission,not only as a pedagogical tool that promotes meaningful learning,but also as an assessment tool that is highly sensitive to changes in the structure of knowledge and it plays an important role in constructing subject knowledge in all areas.So far,although studies on concept mapping to optimize teaching has been quite rich,yet in China,the research on concept mapping teaching strategies is in its infancy both theoretically and practically,and the relevant research results are not satisfactory,such as low quality research,lack of innovation,little empirical research,insufficient theoretical contribution,etc.,which makes it difficult to provide effective guidance for the teaching practice.Therefore,this study takes the first-year function module as an example to investigate the teaching strategies of high school mathematics based on concept maps,in an attempt to optimizing the teaching methods of mathematics concept classes,improving students’ learning habits,and providing references for the implementation of more large-scale teaching experiments.This study uses four research methods: literature analysis,natural experimental method,measurement method,and survey method.The main contents of the study are:(1)To investigate the current status of students’ attitudes,habits,and academicperformance in mathematics,and to analyze the effects of concept maps on students by setting up a controlled experiment to explore whether they can help learners develop the ability to learn autonomously.(2)To investigate ways to integrate the use of concept maps in new mathematics lessons,exercises,and review lessons;to develop teaching strategies for function sections based on the content and teaching context;to explain and demonstrate the practice process,and to analyze the results and summarize the experience.(3)To investigate students’ use and acceptance of concept maps,and to analyze the problems in the implementation process of concept map strategies via students’ feedback.The conclusions are as follows:(1)Questionnaire survey reveals that the concept map,a tool to guide cognition,can be accepted by students;(2)The use of concept mapping strategies could significantly improve students’ academic performance compared with the control group: classes that didn’t use concept mapping strategies.Furthermore,students’ understanding,mastery and flexible application of knowledge as well as their ability to analyze and solve problems on their own improved significantly.However,there was no significant difference between the male and the female students in terms of their academic performance.(3)Concept mapping-based instructional strategies can effectively improve students’ mathematics learning attitude and studying habits.