An Application Research Of Mind Mapping In Teaching Elementary School Mathematical Application Problems

Mathematical application problems are an important part of elementary school mathematics education.In current teaching practices,although frontline teachers have paid high attention to them,the lack of effective teaching methods often results in unsatisfactory teaching results.The use of mind mapping in teaching has become a hot topic in education,and the localization of research on the application of mind mapping in teaching is the trend.Based on this background,this paper synthesizes relevant research results,based on the current situation of teaching and learning of application problems in elementary school,takes the hidden educational value of mind mapping as an opportunity,and aims to improve the efficiency of teaching mathematical application problems in elementary school by conducting research on the application of mind mapping in teaching.First,using the literature research method,we study and analyze domestic and foreign literature related to mathematics application problems and the application of mind maps in teaching.This paper distinguishes the concepts of mind mapping and mathematical application problems.Based on the theoretical foundations of neuroscience,constructivist learning theory,meaningful learning theory,and knowledge visualization theory,this paper provides a theoretical basis for the application of mind mapping in teaching mathematical application problems in elementary school.Second,using the survey research method,a survey of teachers and students in two schools in Dafeng District,Yancheng City is conducted,and data is collected and analyzed through questionnaire and interview methods.The problems that exist in the current teaching practices of mathematical application problems are explored from the perspectives of teacher teaching and student learning.Next,the application of mind maps in the teaching of application problems in primary school mathematics is analysed in terms of value,feasibility and application methods,and the use of mind maps in various aspects of the teaching and learning of application problems in primary school mathematics is specifically analysed and elaborated.Finally,using the case analysis method,we design and implement teaching cases based on our research on the use of mind maps in elementary school mathematics application problem teaching,providing a reference for frontline teachers.The teaching effect of the case is analyzed from the perspectives of teacher teaching and student learning,and teaching strategies for using mind mapping in teaching application problems are proposed,in order to provide operational and targeted suggestions for the frontline teaching of mathematical application problems in elementary school.In summary,our research concludes that both teachers and students face certain problems in the current stage of elementary school mathematics application problem teaching.Teachers have imperfect knowledge of mathematics,a single approach to teaching application problems and a lack of variety in teaching assessment,while students have problems such as a lack of understanding of the concept of context,a low interest in learning application problems,an imperfect knowledge structure and a lack of good problem-solving habits.The use of application problems in the various aspects of teaching thinking maps can effectively improve these situations,but the use of thinking maps also has many shortcomings,in the future of teaching practice and research still need to be optimized and improved.The following countermeasures are proposed for the use of application problems in the teaching of application problems: the use of thinking maps in the teaching of application problems should be based on the cultivation of thinking,guiding students to draw;drawing throughout the teaching process,highlighting the main position of students;the rational use of drawing thinking maps to help students build a knowledge framework;innovative teaching evaluation,teaching infiltration of the cultivation of methodological habits.We propose the following teaching suggestions:(1)Use mind maps to build a resource library for elementary school mathematics application problems and related knowledge,and manage the selection,organization,recombination,and structuring of resources.(2)In application problem teaching,fully exploit the functions of mind maps to optimize teaching,learning,and assessment,center on students’ thinking,emphasize students’ subjectivity,and guide students in drawing maps reasonably.(3)The teaching of application problems also needs to focus on students’ cooperative communication.(4)Study the teaching ideas contained in mind maps and how to use them effectively to inspire and guide students’ thinking,encourage active participation and knowledge construction,and establish a classroom full of thinking.