Practice And Research On Promoting The Conceptual Knowledge Of Mathematics By Junior Middle School Students By Using Mind Mapping

Bloom Anderson’s taxonomy of educational objectives, modified by L. W. Anderson and L. A. Sosnick, has divided into two orientations:the knowledge dimension and the cognitive process dimension. It aims to guide teachers about how to teach and promote the students to preserve and transfer the acquired knowledge. In the mathematics classrooms of junior highs, some students can only memorize formulas while not able to discriminate mathematics concepts and propositions. Some students have trouble comprehending the relationship between different knowledge and concepts, lacking the overall understanding of knowledge. This reveals that students can memorize mathematical concepts better, but lack the ability to analyze conceptual knowledge.This article, based on the characteristics of China’s mathematics teaching, uses mind mapping teaching mode as a tool to explore how it could influence the ability of analyzing mathematical concepts in junior high school students, both in theory and in practice. This article aims at clarifying how mind mapping could affect the teaching of conceptual knowledge in junior highs, providing theoretical and practical references for classroom teachers.In the aspect of theoretical research, this article elaborates the research background, purpose, significance and the overview of Bloom’s taxonomy of educational objectives and the research status of mind mapping, determining three dimensions needed to study the "Analysis of the mathematical concept"-differentiating, organizing and attributing. In the aspect of empirical research, this article puts forward a teaching mode of using mind mapping to promote students to analyze conceptual knowledge, based on the experimental research and field investigation. Controlled experiments were used in the empirical research. After introducing mind mapping in teaching, the experimental group were stronger in the decomposition, analysis, integration of mathematics knowledge than the control group in the test. This research is mainly based on the application of mind mapping teaching mode in practice and has conducted questionnaires and case interviews in the experimental group.