Application Of Mind Map In Problem Solving

Mathematics education should pay attention to cultivating students' mathematical thinking,and the cultivation of mathematical thinking can be realized by training students' problem-solving ability.Mind map is an expression tool for divergent thinking,which can bring certain help to solving problems and achieve the purpose of cultivating students' mathematical thinking.This article applies the mind map to the triangular problem-solving teaching of the eighth grade.The purpose is to study the influence of the mind map on the students' problem-solving ability.On the basis of determining the theoretical basis and research background.First,select two classes as the experimental class and the control class.In the experimental class,we learned through the questionnaire and interview methods that only a small number of students have listened to the mind map,no students have used the mind map to solve the problem and the idea of ??solving the problem is not clear.Secondly,the teaching experiment is carried out on the basis of the same teaching teachers and learning materials.The teaching mode of thinking-guided graphic problems is adopted in the experimental class,and conventional teaching is adopted in the control class.Finally,analyze and organize the data in the test paper scores,questionnaire method and interview method,and draw the conclusion that the use of mind-guided graphic questions can improve students' problem-solving ability.The research results show that it is feasible and effective to apply the mind map to the problem-solving of the triangle in the eighth grade.It can improve students' dislike of pen writing and omission conditions,make problem-solving ideas clearer,improve the accuracy of problem-solving,help students find the best solution and multiple solutions,and improve students' problem-solving ability and innovation ability.Based on the actual teaching practice,this article puts forward the following suggestions on the problem-solving teaching of mind maps: highlight the student's dominant position;play the leading role of teachers;follow the principle of appropriateness;give timely evaluation and encourage students to reflect.