| With the development of education,logical reasoning has become one of the core qualities of mathematics,and the ability of logical thinking has been paid more and more attention.As a visualized learning tool of thinking,mind mapping plays a certain role in promoting the development of logical thinking.Mind mapping can show the thinking process in the mind and apply it in teaching.It can help students connect fragmentary knowledge points,summarize and organize them,and form their own knowledge network.Therefore,this paper selects two parallel classes in Grade 7 of junior middle school to carry out teaching experiments based on mind mapping.Explore the influence of mind mapping on Mathematics Teaching in Grade 7.Firstly,this study combs the relevant literature on mind mapping,and determines the research purpose,research significance and research status through reading a lot of literature on mind mapping,which lays a theoretical foundation for the smooth progress of this study.Before the formal implementation of the teaching experiment,a questionnaire survey was conducted on the students’ understanding of mind mapping and the current learning situation of the seventh grade students in the internship school by using the questionnaire survey method,so as to have an overall understanding of the students in this grade,prepare for the follow-up experimental research,and provide reference for the experimental design and application strategy.Then two parallel classes in Grade 7 are selected as the research object.The experimental class adopts the teaching method of mind mapping,while the control class adopts the conventional teaching method.SPSS data analysis software is used to analyze the differences between the students in the experimental class and the control class,and analyze the students at the three levels of high,middle and low,so as to explore which level the teaching of mind mapping has a greater impact on the students,At the end of the experiment,a questionnaire was used to understand the effect of mind mapping in the experimental class.Finally,two students are randomly selected from the three levels of high school and low school students for case study to understand the students’ understanding of mind mapping and their opinions and suggestions on the teaching of mind mapping.We also interviewed the mathematics teachers to find out what changes have been made in teaching by using mind mapping,whether they will continue to use the teaching method of mind mapping,and some opinions or suggestions on teaching.Combined with the above material analysis,the main conclusions are as follows:(1)students will have more difficulties in the process of learning mathematics,and their study habits are not good enough.They should find ways to solve these problems;(2)the teaching method of mind map is very helpful to students in knowledge induction and problem solving,and can improve students’ mathematics learning achievement significantly;(3)the teaching method of mind map has different influence on students of different levels;(4)the students like the form of mind map in class,and they are very active,which improves the students’ learning interest to a certain extent;(5)the application strategy of mind map is effective to students’ mathematics learning.In the early stage of the experiment,the strategies of demonstration and guidance are mainly applied,and the strategies of demonstration and guidance are gradually used in teaching,using the strategy of presentation and evaluation,communication and cooperation,the application design has achieved good results;(6)after the training of mind map application,the students have a better understanding of mind map,and the effect is better.And the mind map has a positive attitude,are also willing to promote;(7)teachers have a positive attitude towards the teaching method of mind map,whether it is classroom atmosphere,students’ learning interest and learning efficiency have been improved to some extent,and are willing to continue to use it. |
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