Research On Triangle Teaching In Junior Middle School From The Perspective Of Mind Mapping

In junior middle school,triangle learning is very important to the whole geometry learning,more than that,the content of triangle is particularly complex.it is often difficult to establish knowledge connections and grasp the overall content in the teaching process,which affects the learning effect of students.At present,in primary teachers and secondary schools generally believe that mind mapping is helpful for building the connection between knowledge in teaching and grasping the teaching content.However,teachers are not clear about its essence and function,which leads to the blind application of mind mapping,and they do not know how to use mind mapping for specific mathematical content in teaching.Based on this,through literature analysis,interview,action research and other research methods,carry out the following research.The first part,Understanding mind mapping.This paper expounds the meaning,elements,characteristics,drawing and function of mind mapping.With the help of "congruent triangle and similar triangle" mind mapping analyzing the mind mapping features is integral emanative and succinct,and stating that mind mapping has the function of "stimulating thinking" and "organizing thinking".At the same time,from the three aspects of using purpose,drawing method and evaluation standard analyzing the difference between mind map and concept map.The second part,Using the mind map to interpret the "triangle" teaching content.From the whole and local aspects,this paper analyzes the arrangement of the triangle content in junior high school as a whole,and integrates the triangle content in junior high school from recognition,measurement,property and proof,movement and change,and obtains the following two enlightenment: the compiling order of textbooks advances in a simple to complex way;The more at the end of the distribution,the more comprehensive the chapters are.Locally,according to the above enlightenments,the contents of "similar triangle" and "acute Angle trigonometric function" are interpreted in detail,and the content structure chartsof "similar triangle" and "acute Angle trigonometric function" are obtained respectively(Figure 3.7 and Figure 3.8),which lays the content foundation for improving the "difficult to establish knowledge connection" in triangle teaching.In the third part,The methods of mind mapping promotes the research of triangle teaching.Based on the function of mind mapping and taking the content of "similar triangle" as an example,this paper expounds the basic method of how to use mind mapping to promote teaching,which lays a method foundation for the teaching of triangle specific topics in junior high school from the perspective of mind mapping.The fourth part,The case study of triangle "new lesson" and "review lesson" teaching.Taking "acute Angle trigonometric function" as an example,stating the teaching idea,teaching implementation and teaching feedback of "acute Angle trigonometric function" new lesson and review lesson,Come to a conclusion: the using mind map can make triangular idea clearer and task more effective.