Research On The Application Of Mind Mapping In Primary School Mathematics Teaching

As one of the most important subjects in elementary education,primary school mathematics plays an important role in cultivating students' thinking ability and promoting their development.Mind mapping integrates knowledge and graphs in a visual form,helping students establish the connection between the old and the new knowledge,clarify the way of thinking to solve problems,and truly restore the whole process of students' brain thinking,showing their thinking and results on problems.Applying mind mapping to primary school mathematics teaching is to organize and visualize mathematics knowledge,so that students can understand mathematics knowledge and develop their thinking ability in experience.It is an effective teaching assistant tool.Based on this,this study focuses on the application of mind mapping in primary school mathematics teaching.This research is carried out from two aspects: theory and practice.In the aspect of theory mainly expounds the connotation of mind mapping characteristics of constructivism theory,theory of knowledge visualization as the theoretical basis of mind mapping,on this basis,the mind mapping is analyzed and the internal connection of the elementary school mathematics teaching,put forward the application of mind maps of the elementary school mathematics teaching principles for interest,structural,procedural,developmental principle,and from the target,content,method and evaluation four aspects,such as constructing a mind map application of the theoretical system of the elementary school mathematics teaching.At the practice level in H university affiliated elementary school mathematics teaching in the application of mind map teaching activities as a case,from the aspects of teaching preparation,teaching activities and teaching evaluation and the description of all to practice,summarized the application mathematics teacher practice experience features: grade points to distinguish the application focus,according to different content to explore the application method,establishment situation,to enhance the application of interests to display the application effect.But the content of the control theory research,mathematics teachers applying mind mapping elementary school mathematics teaching activities exist there exist deviations in the implementation of the teaching objects,teaching process,easy to formalize results,teaching reflection and teaching evaluation to carry out the problem such as simplicity,affects the deep mind mapping in the mathematical teaching,this is due to the restriction of teachers of mathematics concept and ability,the limitation of pupils thinking level,school mathematics teaching reform in the lead the shortage and other reasons.To solve these problems and reasons,this study put forward to improve the mind map in the applications of the elementary school mathematics teaching strategy,mainly from the teachers should improve the ability of the application of mind map,students should enhance the initiative of mind mapping applications,schools should attach great importance to the mathematics teaching of mind mapping,and optimization of mind mapping mathematics teaching activities to further improve the mind mapping in the application of elementary school mathematics teaching effect.In order to further improve the application of mind mapping in mathematics teaching in primary schools and promote the rational implementation of mind mapping,it is necessary to place mind mapping in teaching methods,reflect on its unique advantages and disadvantages,and define its positioning in mathematics teaching.At the same time,it looks forward to the future trend of the application of mind mapping in primary school mathematics teaching: integrating the noumenon attribute of mathematics discipline,pointing to the deep value of thinking development,highlighting the applicability and individuation of application.