The Application Study Of Mind Mapping During The Math Teaching Of Junior Middle School

The Junior High School Math Curriculum Standards 2011 Edition proposed: 1.Student learning should be a lively and active process rich in individuality and personality. In addition to receptive learning, hands-on practice, independent exploration, collaboration and exchange are all equally important approaches to learning math. Students should be able to devote sufficient amount of time to activities and processes such as observation, experiment, speculation, calculation, reasoning and verification. 2. Teaching from the teachers should be directed to all the students, but focus on a heuristics and individualized approach based on the levels of cognitive development and the existing experience of each student. Teachers should play a leading role in managing the dynamics between lecturing and independent learning and guiding students to think independently explore proactively and collaborate and exchange ideas freely, to enable students to understand and grasp the basic mathematical knowledge, skills, ideas and methods and obtain basic mathematical experience. Based on the above, we borrow mind mapping, a thinking technique developed by renowned British brain potential and learning technique specialist Tony Buzan in the 1970 s. As a new thinking method and technique, mind mapping treats the brain as a whole and integrates orders, rules, logic, numbers and text of the left brain.Because the structure of a mind map resembles the physiological structure of the human brain, adopting mind map in junior high school math teaching will enable mind mapping to play a role in all aspects of math teaching: preparation, review, notetaking and collaborative learning. A teaching model based on mind mapping can increase students’ interest in learning; and the usage of its visual images can better expand student potentials and stimulate student thinking capacities. A teaching model based on mind mapping can also enable students to lead learning experience and free students from passive learning to become active learners. As a consequence, teachers’ role will be switched to a role of assistance, assisting students in learning, group collaboration and exchange, as well as smooth operation of all learning processes. So in this sense, a teaching model guided by mind mapping can optimize the learning process and better develop students’ thinking skills through drawing and teaching mind maps.The main topic of this thesis is “the application of a teaching model based onmind mapping in junior high school math teaching”. The thesis extends research in the following three aspects: 1. To provide an in-depth analysis of the feasibility and effectiveness of teaching models based on mind mapping as a result of extensive research on existing literature related to mind mapping and teaching models based on mind mapping; 2. To propose a new teaching model – a model based on mind mapping,by utilizing the thinking techniques in mind mapping and applying the teaching standards laid out in the new Curriculum Standards, with the purpose of improving student thinking skills and optimizing learning programs. And to discuss the model from the aspects of educational theories, teaching objectives, teaching process,teaching evaluation and research effectiveness; 3. Aligning with the teaching programs and requirements mandated in the new Curriculum Standards, to select two real-life teaching cases of the “similar triangle proofs” and the “quadratic equation solutions”sections from the 8th Grade textbook of Lu Educational Publishing and design and execute corresponding teaching experiments using a teaching model based on mind mapping. To organize, calculate and analyze data gathered through the experiments, so as to on the one hand, attest the feasibility and effectiveness of teaching models based on mind mapping, and on the other hand, outline lessons and weaknesses learned through the experiments and provide information and reference for future research.