Research On The Application Of Mind Mapping In Junior Middle School Graphics And Geometry Teaching

In this paper,combined with the requirements that teaching should integrate traditional and modern technical tools and innovate teaching organizational forms in curriculum reform,starting from the poor teaching effect of graphics and geometry,according to the characteristics of mind mapping and junior high school mathematics graphics and geometry,taking the teaching of parallelogram chapters as an example,through theoretical analysis and teaching experiment,the strategy and effectiveness of mind mapping applied to junior high school graphics and geometry teaching are discussed.In the part of theoretical research,this paper defines the concepts of mind mapping,graphics and geometry,collects and reads relevant literature at home and abroad,understands the research status of mind mapping in junior high school mathematics teaching at home and abroad,and summarizes the significance of mind mapping in junior high school graphics and geometry teaching.By using the questionnaire and interview method,the problems existing in the application of mind map in graphics and geometry teaching are found:(1)Few teachers are used to sort out knowledge,and very few are used to solve problems.(2)Long time consuming and overly formalistic.(3)Students are difficult to sort out the structure,often teachers ' arranged.In view of the above problems,the following solutions are proposed:(1)Clear use purpose and summarize application strategy.(2)To grasp the nature of mind map,play the role of tools.(3)Give full play to students ' initiative and pay attention to students ' thinking process.Based on the above solutions,the application principles of mind map in junior middle school mathematics teaching are determined,which are feasibility and effectiveness principle,student-centered principle,gradual and continuous principle.Combined with the characteristics of parallelogram chapters,such as confusing concepts and multiple reasoning exercises,this paper puts forward the strategies to improve teaching by using knowledge combing mind map and problem solving mind map from the perspective of teaching purpose.Knowledge combing mind map,that is,the use of mind map in classroom teaching to sort out ' chapter ',' section ' basic knowledge and expand the extension of knowledge.Problem-solving mind map is to use mind map to construct problem-solving ideas,to present a problem with multiple solutions or a problem changing,and to summarize problem-solving strategies.According to the use principle and strategy of mind map,the specific operation method of mind map in new teaching and review course is put forward.In the empirical research part,the author adopts single factor experiment combined with survey method to test the effect of mind map teaching strategy on students ' academic performance,habits and thinking in parallelogram chapters.The research shows that the proper use of knowledge combing mind map and problem solving mind map in junior middle school graphics and geometry teaching can help to stimulate students ' interest in mathematics learning,help students construct knowledge system,help students improve mathematics performance,especially help to transform critical students,help to cultivate students ' divergent thinking,and then improve the ability to solve problems.