Research On The Strategy And Application Of Mind Mapping For The Cultivation Of Logical Reasoning Ability

With the new round of teaching reform oriented by "the core competencies" and the rapid advancement of "thinking-based teaching",logical reasoning ability,as a necessary thinking ability for junior high school students to learn mathematics,is considered to be as important as computing and intuitive ability basic skills.Geometry proof problem-solving teaching is an important part of training logical reasoning ability,but also faces many problems in the process of training junior high school students' logical reasoning ability.With the deep integration of information technology and curriculum reform,mind mapping is more and more applied in problem-solving teaching and thinking training with the technical characteristics of visual thinking,stimulation and arrangement of thinking,which has attracted more and more educational researchers' attention.First of all,the research combs the literature from the point of view of the cultivation of logical reasoning ability,the application of problem-solving of mind map and the current situation of geometry proof teaching.It finds that there are two aspects at present: " The teaching of geometric proof emphasizes the skill of solving problems and neglects the cultivation of students' logical reasoning ability "," Mind mapping is only used by teachers to present the problem-solving process,and students lack thinking and cognition when drawing mind mapping ".On this basis,we design the strategy of mind mapping for the cultivation of logical reasoning ability.Teaching strategy is implemented from three links: before,during and after class.In class,the activities are generally carried out around the following five parts:(1)Characterize the problem and return to geometric knowledge;(2)Select keywords and branch connection proof process;(3)Find multiple solutions and draw multiple branches;(4)Compare the same and different branches and summarize the proof method;(5)Comb the mind map in reverse and write the proof process in the forward direction.Then,the quasi experimental research method is used to carry out 8 weeks of teaching practice in the eighth grade geometry proof problem solving teaching.In the experimental class,the strategy of drawing mind mapping for the cultivation of logical reasoning ability is applied,while in the control class,the strategy for presenting mind mapping is applied,that is,the teacher only presents the mind mapping with proof method in class,and the students do not participate in the drawing of mind mapping.At the end of the experiment,we use the geometric reasoning test to evaluate the logical reasoning ability of junior high school students in the geometric proof learning,and use the Raven's Standard Progressive Matrices to evaluate the general logical reasoning ability,so as to jointly evaluate the training effect of logical reasoning ability.Finally,combining the data with the interviews between teachers and students,the results are discussed and the research conclusions are drawn.This study found that:(1)the strategy of mind mapping for the cultivation of logical reasoning ability can significantly improve the logical reasoning ability of junior high school students;(2)the strategy can significantly improve the geometric reasoning performance of junior high school students,and help the students with low geometric reasoning performance the most;(3)This strategy can significantly improve junior high school students' Raven's Standard Progressive Matrices performance,and the effect is the same for students with different Raven reasoning performance levels.The strategy of mind mapping for the cultivation of logical reasoning ability provides important teaching materials for the teachers to improve the teaching of geometric proof and problem solving,provides opportunities for the cultivation of logical reasoning ability of junior high school students,and provides some experience for other researchers to apply mind mapping.