The Practice And Exploration Of Concept-mapping Teaching Strategy In Unit Review Of Mathematics In Junior Middle High School

The Unit review class is one of the basic course types of junior high school mathematics.An effective unit review class can promote the achievement of teaching goals.The changes of students before class and after class are an important criterion for measuring the effectiveness of a unit review class.The traditional teaching mode of a unit review class mainly includes that the teachers impart knowledge,the students listen to the class and take notes,the teachers shows exemplary exercises,the students do exercises to consolidate their learning,or the teachers and the students comb the knowledge points while doing the questions.However,this model ignores the internal connection between mathematical knowledge,and even if most students attend the review classes,the original scattered mathematical knowledge is still not systematic.Faced with complex mathematical problems,they still can't find a solution.Over time,even right.The unit review class produces boredom.How to construct a new mathematics unit review teaching model to help students master the knowledge structure,stimulate their interest in learning,improve the effectiveness of unit review lessons,and let students learn from the review lessons is a question worthy of research.On the basis of literature analysis,this research traced the theoretical basis of concept maps,and extracted the principles of application of concept map teaching strategies.Secondly,the students from two classes of Yali Middle School in Baojing County,Hunan Province were selected to conduct a questionnaire survey to explore the junior high school,The problems existing in the review of mathematics units are analyzed from the two dimensions of teachers and students,and the advantages of using concept maps in the review of mathematics units are analyzed,and the teaching modes of junior high school math unit review based on concept map strategies are summarized.Third,four classes selected in Yali Middle School,divided into experimental group and control group for one semester of teaching experiments.The experimental group used the concept map teaching strategy in unit review class,and the control group's review class was taught in the traditional way.During the experiment,several examinations were used to detect students' mathematics scores,and statistical analysis was used to verify the effects of concept map teaching on students' scores.Then,a questionnaire survey on the application effects of the concept map teaching strategy was conducted on the experimental class,combined with interviews,The result is a comprehensive analysis of the effects of the concept map;finally,teaching suggestions are given based on teaching practice,and the research is summarized,reflected and prospected.The main conclusion of the research is that the use of concept map strategy in the review teaching of junior high school mathematics units can help students master the structure of mathematics knowledge,make students be interested in reviewing,improve the students' performance in mathematics,and help the students to improve their ability to solve some complex mathematics problems.The concept map teaching strategy has little significant difference when it comes to the students' gender;but it has a larger impact for the middle and low-level students.