Study On High School Mathematics Review Class Based-on Strategy Of Concept Map

This research takes the knowledge of sequence as carrier, on the three lessons of chapters review in grade two at a district-level key high school in Shanghai. There are total 78 students in two parallel classes, and select three typical students as research objects for case research. It using questionnaire, and interview as research tool, through qualitative and quantitative of analysis, obtained that the experiment class students who participated in research have some effects based on concept map in the review mathematics lessons in review habits, knowledge of rich degrees (including the depth and breadth, integrity and contraction of knowledge), specific performance as followings:1. Through classroom observation, interview and questionnaire can be concluded that, take concept map apply into the math review lessons can improve the students’ learning habits to a certain extent, especially for the students of the experimental classes whose learning attitude is positive and who are in the upper level mathematics are more easily to be effected. They would organize the knowledge after class initiative and seriously, and try to do the concept map better than on the class, getting into the habit of combing knowledge gradually, on the contrary, the students whose attitude is not positive are mainly passive to accept knowledge.2. Through the statistical analysis on three case studies about daring concept map can be concluded that:based on the concept map of high school mathematics review class, it has the remarkable effect on the knowledge structure in the case who has positive attitude and the upper level mathematics, especially in the clarity, connecting, systematic, integrity and accuracy of knowledge they have been improved to a large degree, but the effect for the students whose attitude is not positive and in the lower level mathematics are not so significant. They will continue to summarize the relevant knowledge only under the guidance of the author. During the interview, the author also found maybe it is related to students’ ability of mathematics learning and learning habits.Based on the above conclusions, the author think teachers should give some evaluation and feedback in time deal with students’concept maps, at the same time, cannot too much intervention in the guiding, which should be appropriate, otherwise the students wouldn’t know how to draw the map concept once without the guidance from the teacher, and the study also give some instruction suggestions on drawing concept may in the group work.