Research On The Teaching Strategy Of High School Conic Section Based On Mind Map

In the 1980 s,"mind map" was gradually introduced into China,and its visualization and visualization characteristics have triggered a large number of scholars to study its application in the field of education.It can process information very efficiently,establish the connection between knowledge intuitively,and contribute to the improvement of teaching efficiency.The content of conic section is a part of high school mathematics teaching and one of the important test points for the college entrance examination.For students,this part of the content has many knowledge points and involves a wide range of areas,which has always been one of the difficulties in mathematics learning.Therefore,the main content of this paper is to try to apply the tool of mind map to the teaching of conic section,and to explore how to combine the mind map with the teaching of conic section.This paper firstly understands and organizes relevant research results through literature review,in order to lay a theoretical foundation.After that,I made full use of the internship opportunity to conduct on-the-spot investigation on some teachers and students of a senior high school in Yanji City,and used the form of issuing test papers and questionnaires to understand the students’ learning in the conic section module and the use of mind maps.Through interviews with novice teachers and mature teachers,we can understand the teaching situation of the conic section module and teachers’ views and application of mind maps.Then,the survey data is further sorted and analyzed,and the specific problems existing in the conic section teaching and the key factors affecting the conic section teaching are obtained.Among them,students’ problems in learning conic sections mainly include: easy to confuse the letters and symbols in the standard equation of conic sections;poor memory for some properties and secondary conclusions;unable to solve comprehensive problems about conic sections.The internal factors that affect the teaching of conic section mainly include:students are not very interested and have a fear of difficulties;they do not pay attention to the learning of basic knowledge;the mastery of learning methods is not standardized;the learning habits are inappropriate.Teachers’ factors mainly include: ignoring the induction and sorting of knowledge points;single teaching method;not paying attention to the teaching of basic concepts;not paying attention to the cultivation of students’ thinking ability.Through the investigation of the application of mind map,it is found that students and teachers are willing to use mind map in the learning and teaching of mathematics.Feasibility of the curve.Based on the summary and analysis of the above research,this paper proposes four conic teaching strategies based on mind maps,which are: guiding students to draw independently,based on thinking cultivation;drawing throughout the classroom,highlighting the main body of learning;Build a complete knowledge system;create a mind-mapped teaching evaluation,infiltrate learning methods and habits,and design teaching examples under three different types of courses according to teaching strategies.This paper aims to use the tool of mind map to improve students’ interest and efficiency in the learning of conic section,develop students’ mathematical thinking ability,and also hope to provide some reference for front-line teachers and improve the teaching efficiency of conic section.