Study On The Cognitive Structure Of Conic Curve Based On Concept Map

The topic of conic curve in senior high school is more comprehensive and often co-appears with other knowledge points.Therefore,it is necessary to make clear the connection of relevant knowledge points in teaching and carry out spiral learning.Concept map can better meet such teaching needs.Additionally,as students continue to expand and modify their concept map along with their learning progress,concept map can also be used as an evaluation tool to help teachers and students track their learning,get good feedback and make up for the shortcomings that are found.This paper explores the knowledge of network structure of conic curve in students’ mind by means of concept map,analyzing the characteristics and causes of the cognitive structure of conic curve by means of the evaluation standard of concept map.Firstly,the paper discusses how to perfect the structure of conic curve concept map.Then,this paper surveys 111 students in the GZ senior high school through the conic knowledge learning situation questionnaire to understand their learni ng attitude of conic content,methods,difficulties.Additionally,this paper intends to understand the students’ ability of this part of the problem solving,a baseline structure using concept maps of conic curve,analyzes its characteristics and causes t hrough the "conic knowledge test".According to the results of the investigation and analysis,the paper finally puts forward some teaching suggestions to improve the conic curve concept map structure of senior high school students.Through the research,teachers are expected to have some understanding of the conic "cognitive map" in students’ minds,and they help students have a deep understanding of the conic curve.The investigation demonstrates that there are two main problems in the process of learning conic curve.Firstly,learning needs to grasp the overall knowledge,build a knowledge system,and establish the connection between new and old knowledge.In the survey,it is found that the nodes of students’ conic curve concept map are relatively independent and there are few cross connections.The scope is small,and the related nodes are not summed up in the conic curve concept map;Nodes are almost all knowledge points,and mathematical thought methods and problem-solving skills are insufficient.Seco ndly,there are significant differences in nodes,the total number of connections and effective connectives among students in the low-level group,middle-level group and high-level group.The quantitative analysis shows that the differences between male and female students are reflected in the details.The distribution of male students is relatively scattered,w hile that of female students is relatively concentrated and stable.There are significant differences in the number of nodes,links and effective connectives in the conic conceptual map drawn by students at different academic levels.This study puts forward some suggestions for teaching conic curve in the structure of concept map:(1)pay attention to the internal unity of knowledge points of conic curve,designing teach plans based on the theory of concept map and students’ psychological characteristics,and carry out spiral teaching,so that students can make clear the relevance between new and old knowledge;(2)Use problem series teaching to guide students to discover the relationship between concepts step by step and systematize the logic of learning;(3)not only attach importance to unit teaching,but also build the overall knowledge network,so that students can make clear the knowledge chain of the unit,and promote students to establish a well-structured concept map;(4)Using the concept map to evaluate students and obtain the "cognitive map" in students’ minds so as to adjust the teaching plan flexibly.