| In the context of the new curriculum standards and curriculum reform,how to improve the effectiveness of students' midterm review in mathematics and ultimately achieve the goal of enhancing core literacy in mathematics is a topic of constant concern for front-line teachers.Although mathematics is a very abstract subject,there is a strong logic and correlation between knowledge points and knowledge points;knowledge points and methods;methods and methods,so it is very suitable to use mind maps to summarize and organize.In this context,this report takes the area of graphs as the entry point,based on the six textbooks of middle school mathematics subject of the People's Education Press and uses the learning tool of mind maps by analyzing the middle school examination questions in Mianyang,Sichuan Province from 2014 to 2019.From the mathematical ideas,mathematical methods,and other perspectives on the relevant content of a graph's area to systematically organize,in order to optimize the review effect,improve learning efficiency,and cultivate interest in mathematics while providing some thoughts and inspiration for front-line teachers.This report summarizes and analyzes the topics related to the area of graphs in textbooks and the secondary school mathematics examination from 2014 to 2019 in Mianyang.Selecting examples of common problems and creating corresponding solution templates with mind maps,then summarizing the graphical area test questions' solution strategies with mind maps to make the teaching of "graphical area" in junior high school mathematics more relevant in the review stage of the Chinese examination.This report is divided into five chapters.In Chapter 1,the research background of this paper is specified,the research content and research objectives of the report are clarified,and the research direction,research methods and research significance of this paper are illustrated.The literature review in Chapter 2 is organized and analyzed by referring to the research literature on the area of graphs and mind maps at the domestic and foreign level in recent years,and the relevant contents of the junior high school mathematics textbook involving area of graphs in the People's Education Press.The typical example teaching case in Chapter 3 is based on the analysis of Chapter 2.The common problem types of graphical area are divided into four categories.Typical examples are selected in each category as examples to explain the methods and steps of using the mind map to solve the problem.This chapter also takes "quadratic function and triangle area" as an example to design a specific classroom teaching case.Chapter 4 provides statistics on the graphical area type of questions in the 2014-2019 secondary school mathematics examination in Mianyang.It offers reference and inspiration for teachers' classroom teaching through individual analysis of typical test questions.Chapter 5 provides a systematic and schematic summary of the common use of mind maps to solve graphical area problems and clarifies the corresponding shortcomings and deficiencies.It will enable teachers and students to understand the learning tool of mind maps comprehensively and to feel the charm of mathematics in building on its strengths and avoiding its weaknesses. |
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