Study On The Application Of Mind Map In Mathematics Education Of Senior Grade Of Primary School And Its Countermeasures

The development and progress of the times also promote the continuous progress of education,and put forward higher requirements for the talents trained in education."promoting the development of students’ thinking " has become the purpose and goal of mathematics teaching.Since the mind map has entered the teaching field as a tool of thinking visualization,it has performed well in promoting knowledge construction,helping students to understand knowledge deeply,optimizing thinking and assisting teachers in teaching.Thinking map is gradually introduced into primary school mathematics classroom.The introduction of thinking map into the classroom of mathematics in senior primary schools can not only be used as a teaching aid for teachers,but also as an auxiliary tool for students to learn.Thinking map is helpful for teachers to coordinate teaching links,improve teaching efficiency and effect,and also help students to construct mathematical knowledge,deepen students’ understanding of knowledge and develop students’ creative thinking.In order to further study the application of mind map in primary school mathematics teaching,the author takes the senior primary school mathematics teachers and students in the practice school and the surrounding schools as the research object,carries on the questionnaire,the interview investigation,and carries on the investigation according to the actual lesson example.In view of the above problems,the author analyzes the attribution research and summarizes three reasons: first,it is restricted by teachers’ own factors,such as not strong self-development intention,not sure of thinking map and not sure of teaching content;secondly,students lack correct cognition and guidance training of thinking map;finally,schools lack systematic organization and guidance.In order to improve the effectiveness of thinking map in decimal mathematics classroom teaching,this study puts forward corresponding improvement countermeasures in order to provide reference for front-line teachers: first,to improve teachers’ theoretical literacy and change teaching concepts;second,to improve teachers’ ability to apply thinking map;third,to improve students’ ability to construct thinking map.