Research On The Influence Of Concept Map Teaching Strategy On Senior Highschool Students' Mathematics Learning ——Taking "the Positional Relationship Of Spatial Points,Lines And Planes" As An Example

As a visual tool,concept map is introduced into high school mathematics classroom,which can list mathematical concepts in a hierarchical way,which is easy for students to understand abstract mathematical concepts.Through consulting the literature,it is found that many research results can prove that concept map can improve students' learning performance.This study aims to develop three different concept map teaching strategies.Through teaching experiments on students with the same achievement level,analyze and deal with the students' achievements before and after the experiment,and compare the impact of three different concept map teaching strategies on the mathematics learning effect of senior high school students.The research work is as follows:Firstly,the content of the research is determined as "the positional relationship of spatial points,lines and surfaces".Through questionnaires to students and interviews with teachers,we can understand the current teaching situation of this section of knowledge in front-line teaching and the cognitive level of teachers on concept map teaching strategies.Determine the research questions as:Question 1: how do different concept map teaching strategies affect senior high school students' mathematics learning?Question 2: how do different concept map teaching strategies affect students with different development levels?Question 3: what is the relationship between the completion effect of concept map and students' achievement?Question 4: is the influence of concept map on senior high school students' mathematics learning related to gender?Secondly,after determining the research content,three different concept map teaching strategies and test papers are developed,that is translation concept map teaching strategy,error correction concept map teaching strategy,filling concept map teaching strategy,pre experiment test volume and post experiment test volume.According to the research content and research object,three different concept map teaching strategies are used to compile teaching design for teaching.This experiment takes a class with 58 students in a middle school in Chuxiong as the experimental object.Taking the examination results of the class at the end of last semester as the reference,the students are divided into high groups,medium groups and low groups according to the scores.The students in different levels are randomly divided into three equal groups and then re combined into new groups,including in the translation concept map teaching strategy group of 19 people;in the error correction concept map teaching strategy group of 19 people and in the filling concept map teaching strategy group of 20 people,The scores of the three experimental groups before and after the teaching experiment were compared under the same conditions of other untelated variables.Finally,the reliability and validity of the questionnaire are analyzed,and the two test papers are tested for difficulty and discrimination,so as to ensure the effectiveness of the research.By comparing the two scores of students in the three experimental groups,the following conclusions are drawn:Conclusion 1: among the three concept map teaching strategies,correcting the wrong concept map is the most conducive to improve the mathematics learning achievement of senior high school students;Conclusion 2: the teaching strategy of correcting mistakes concept map has the best promoting effect on students with different development levels;Conclusion 3: There is no significant correlation between the change of students' academic performance and the completion effect of concept map;Conclusion 4: the influence of concept map teaching strategy on mathematics learning effect of senior high school students has nothing to do with gender.In this study,there are relatively few research samples and research contents,so it has certain limitations,which is the deficiency of this paper.Based on this,this paper puts forward some research prospects,hoping to continue the research in the future work or other researchers interested in concept map teaching strategies.