Research On The Application Of Mind Mapping In Elementary School Geometry Teaching

The so-called shape refers to geometric knowledge.Geometry knowledge is an important carrier to develop students’ spatial concept and intuitive thinking.In geometry teaching,teachers should make knowledge intuitive and rich in order to mobilize students’ learning enthusiasm and realize in-depth learning.As an auxiliary tool,mind mapping helps to sort out knowledge in teaching,make it organized and easy to understand and remember.At the same time,it can present students’ thoughts,so that their thinking is no longer limited to a fixed form.Therefore,taking mind map and geometry teaching as the starting point,this paper studies the problems and reasons in the application of mind map in primary school geometry teaching,and puts forward corresponding improvement suggestions on this basis,in order to further optimize the teaching through these suggestions and make the mind map more effectively applied to primary school geometry teaching.Firstly,through literature review,the author defines the concepts of mind mapping and geometry teaching,and summarizes the research on the connotation of mind mapping,the research of mind mapping in subject teaching,the research of mind mapping in primary school mathematics teaching and the research of mind mapping in geometry teaching.Secondly,through the analysis of typical teaching cases,the problems existing in the application of mind mapping in primary school geometry teaching are analyzed and classified.Combined with interviews,this paper analyzes the causes behind the problems.Finally,it puts forward some teaching suggestions on the effective application of mind mapping in primary school geometry teaching.The study found that there are the following problems in the application of mind map in primary school geometry teaching: the form of mind map drawn by teachers is single;teachers do not let students participate in the drawing of mind map;the color matching of mind map drawn by students is unreasonable;the feedback evaluation of teachers to students is not comprehensive and lacks objectivity.The reasons for these problems are: Teachers’ understanding of mind mapping is not deep enough,and there is a one-sided understanding;Students’ cognition of mind mapping has deviation;Schools do not pay much attention to mind mapping.In view of the problems existing in the application of mind mapping in primary school geometry teaching,the author mainly puts forward teaching suggestions from three levels: teachers,students and schools: at the teacher level: enrich the knowledge reserve of mind mapping and promote self-improvement;Optimize mind mapping and innovate blackboard writing design;Draw and guide students’ thinking map actively;Refine the evaluation content of mind map to promote the all-round development of students;At the student level: change the cognitive deviation of mind mapping and take the initiative to explore learning;Enhance the frequency of using mind mapping and improve the application ability;At the school level:play a leading role and implement the teaching of mind mapping;Build a research platform and promote the teaching mode of mind mapping.