"The Problem String - Conceptual Map" Strategy Research In Mathematics Teaching

The core of mathematics teaching is to cultivate students thinking ability. Using the strategy are decided is one of the most important factors of the efficient math class. Teaching strategy is the product of the sublimation of teaching theory and teaching practice. Mathematics concept knowledge inner link with each other, and also is associated with the external knowledge world. If a student were able to contact the thinking mode of learning, you will get twice the result with half the effort. And the problem is the center of the thinking, according to the students, the zone of proximal development put forward a series of shallow to deep, from abstraction to the image of the progressive transformation problem list. Guiding students to thinking what is highlighting and difficulty level of suspicion, in addition, students in the use of string, to cultivate the students’question consciousness, help students associated problems systematic, open, to provide a model of students’autonomous learning, greatly promoted the initiative of student learning.Therefore, this topic to mathematics curriculum objectives as a guide, the curriculum reform in the light of the demand of the idea, Curriculum reform pays attention to process and methods, thinking and innovation ability and improves independent found the problem, analysis problem, problem-solving ability. Through the guidance of problem list, appears in the form of concept schematization of the graph tool of mathematical thinking process and related knowledge, promotes student’s meaningful learning. Studies have found that for the application of concept maps in teaching both home and abroad have a lot of enthusiasm, but rarely associated with knowledge.This paper combined with psychology in mathematics teaching, education, education psychology theory foundation, want to build a kind of effective teaching and learning model, based on the concept of "question list-figure" in the middle school mathematics teaching strategy research "research, discusses the feasibility of the model. The necessity and the strategies in mathematics teaching and learning patterns and strategies in method, etc., and through test research, will carry out this strategy in practice and evaluation. Application question list-concept map teaching strategy can exert students’initiative, to a great extent is a worth studying topic, in the process of implementation can also merge variant strings, problem solving, to improve students’ mathematics learning effect, the cultivation of thinking ability has a great significance.Related question which this article first to the strategy, the concept map related background and research status were reviewed, then the problem list, concept map, problem-definition of concept map are defined, and expounds in detail the problem, the concept map related knowledge, including supporting theoretical basis of this paper, the problem list setting principle, concept map types, compiling principle, etc. Building is the most important part of strategy, this paper is divided into the different class type and with the class type of strategy to build, put forward the question list-concept map strategy of teaching mode of the model and gives the corresponding examples. From the teaching content, students’characteristics, the current situation requires aspects analyzes the necessity and feasibility of the strategy. String to the last question-concept map teaching strategy to carry on the preliminary practice research, through questionnaire and interview way to understand the strategies and problems, select two comparable to controlled trials, with the real data to support my conclusion. Also analyze the case to tutor students as participants objects, comparison of results, change the way of thinking, learning methods of application and so on various aspects to study the effect and significance of the strategy. The test results show that the question list-concept map Inspire students to think, dare to ask questions, answer, clear the students’learning content, and in the student mind overall macro to grasp the concept of knowledge and the relationship between them, to a certain degree of improving the students’interest in learning, training students’question consciousness, improve the generalizations such as thinking ability, students’academic achievement, cognitive level and creative ability has improved.