A Study On Counseling Of Mathematics Learning Strategies For Pupils Based On Concept Map

Learning strategy counseling is an important theme in school psychological education.Learning strategy are methods or skills of learning activities.Mastering some good learning strategies is the key to almost every elementary school student’s development of good learning psychological quality.Concept map is a schematic tool for organizing and representing concepts.It shows the meaningful relationship between concepts and is similar to the cognitive structure of people storing information.Various studies have shown that concept maps are useful tools that can promote learning.This research focuses on counseling elementary school students with mathematics learning strategies based on concept maps.The method of "experimental class-control class,front-back-delayed test" is adopted,and the "interleaved counseling activities for elementary school students’ mathematics learning strategies based on concept maps" Grade students will be counseled on mathematics learning strategies.Participants came from a total of 78 students in the fourth grade of ordinary primary school.They belonged to two natural teaching classes: 42 students in the experimental class(mathematics learning strategy counseling based on concept maps)and 36 in the control class(conventional mathematics learning strategy counseling).The research tools are divided into two categories.The use of mathematics learning strategies of students is tested using the "Diagnostic Questionnaire on Mathematics Learning Strategies for Primary School Students" compiled by Liu Dianzhi and others.The scores of students are tested using three sets of primary school mathematics and geometry knowledge test papers.Combining the content of "Understanding Parallelograms and Trapezoids" in the fourth grade mathematics textbook for learning background and tasks,conduct cross-training of learning strategies.The first part of counseling has the nature of specialized teaching strategies,and the second part has the nature of applying strategies in task situations.The two parts are complementary to each other.The first part of the specialized learning strategy counseling for the experimental class is once every 2 weeks,each time 1-2 class hours,a total of 4 times,the second part combines the learning strategy penetration training with the normal teaching plan,1 class hour per day,a total of 13 class.In the control class,the normal learning strategy is guided,the normal teaching activities,and the exercises related to the concept map are not done;the class hours of the two classes are kept the same.Collect data and analyze the changes of mathematics learning strategies and mathematics performance of students in the experimental class and the control class after the experiment.The results show that the experimental class through cross-counseling of elementary school students’ mathematics learning strategies based on concept maps,the two groups of students at low and intermediate levels scored significantly higher than the control class on the two dimensions of the basic cognitive strategies in the mathematics learning strategy diagnostic questionnaire and the specific cognitive strategies.The scores of students in the experimental class on the recognition of graphic concepts in the math test were significantly higher than those in the control class.The tutoring activities in this study have a maintaining effect on the students in the experimental class using mathematics learning strategies.The concept map-based cross-counseling activity program for primary school students’ mathematics learning strategies developed in this research is feasible for the fourth grade students of primary school.It provides practical path reference and empirical basis for the curriculum design of the school’s training and training students’ learning strategy counseling.