Research On The Design And Application Of Conceptual Map In Mathematics Teaching In Junior Middle School

In the learning of junior high school mathematics,mathematical concepts are an important part,because of their strong abstraction,how to enable students to better grasp mathematical ideas and understand mathematical concepts in the process of learning mathematics is a problem that requires in-depth thinking.Concept map is a technology that visualizes abstract knowledge.It can present abstract concepts in a hierarchical form,which can not only improve teachers' professional literacy,but also guide students to construct their own conceptual cognitive structure.Therefore,this paper introduces the concept map into the junior middle school mathematics classroom,applies it to the teacher's organization of the classroom,students' knowledge learning,helps students better understand and master mathematics ideas,and concreteizes and systemizes abstract concepts.The following is the main research content of this paper:This article introduces the research background of the subject,describes in detail the research status of concept maps at home and abroad,and puts forward the research purpose and significance,research methods and content,as well as research ideas and characteristics of this article.This article describes the basic structure and characteristics of the concept map,as well as the four theoretical foundations supporting the concept map: brain science theory,memory theory,graphic theory and Ausubel's meaningful learning theory.From the theoretical level,it proves the effectiveness of the concept map for teaching activities.Design a questionnaire to understand the junior high school students' cognitive status quo of mathematics teaching,knowledge systematization,transfer of knowledge,and visual learning in this form.It shows the urgency of applying conceptual maps to teaching activities from a realistic level.This article also explains how to apply concept maps to teaching activities.It focuses on the basic process of organizing teaching activities using concept maps,and on this basis,designs the case of "Parallelogram Nature" and "Quadrangle" for the second grade mathematics of Jijiao Edition junior high school.An experimental study was conducted on whether the concept map can effectively improve the teaching effect,and a questionnaire was designed.Three classes of the second grade of junior high school in Zhengding Peiying Middle School in Shijiazhuang City,Hebei Province were selected as a control class and two experimental classes.The effect,learning method,and knowledge connection are used to analyze the teaching effect of the concept map before and after the test.Horizontally,the grades of the 5th and 6th,5th and 8th classes of the second grade are compared,and the vertical is the two experimental classes 6 and 8 themselves.Comparing performances Through performance comparison and questionnaire surveys,teaching through concept maps has shown significant changes in students' academic performance and attitudes.Through the empirical research on concept maps,this paper shows that as a visual teaching tool,concept maps can enhance learning interest,transform learning methods,build a structured knowledge system,and achieve good teaching results.