Research On Junior High School Mathematics Problem-solving Teaching Based On Mind Mapping

Problem solving plays a very important role in junior high school mathematics learning,and junior high school mathematics teaching is largely a problem solving teaching.Rational use of mind map can improve the quality of problem solving teaching.However,there are still many problems in the research of junior high school mathematics problem solving teaching based on mind map.There are still many deficiencies in how to use mind map to guide problem solving teaching in junior high school mathematics teaching.Therefore,the research of junior high school mathematics problem solving teaching based on mind map.As a core concept of the junior high school mathematics curriculum,functions are linked to algebra,geometry and trigonometry,especially quadratic,inverse and primary functions,which are “regular” in the secondary school mathematics examinations and often appear in integrated questions.Even in high school,functions are also the focus and hotspots,so it is very important to choose functions as a sample and entry point for the study of problem solving in junior high school mathematics.This study is guided by Polya’s theory of problem solving teaching,constructivist learning theory,and thinking visualization theory,and uses literature research method,questionnaire survey method,interview method,and other research methods to investigate the current situation of junior high school mathematics teachers and students using thinking maps to assist in junior high school mathematics problem solving teaching and countermeasures research,as follows:First of all,combing and analyzing the research status quo of mind mapping,mathematics problem solving teaching and the application of mind mapping in mathematics problem solving teaching at home and abroad,found that the investigation and research on the application of mind mapping in junior high school mathematics problem solving teaching needs to be enriched,and there are still many problems in the application process of mind mapping in junior high school mathematics problem solving teaching,and then clarified the research direction and research content.It also defines the concept of mind mapping and mathematical problem-solving teaching and clarifies its connotation.Secondly,the questionnaires were prepared from the awareness level,the drawing level and the use level,respectively,and the questionnaires of the current situation of the application of mind maps in junior high school function problem solving teaching(teachers’ version)and the current situation of the application of mind maps in junior high school function problem solving teaching(students’ version).The aim is to grasp how teachers and students perceive and use mind maps to assist in problem solving in junior secondary school.The study found that thinking maps can help improve teaching efficiency,change teachers’ role and behaviour,shape students’ thinking and stimulate students’ interest in problem solving.However,there are also many problems,such as the majority of teachers and students lack of in-depth understanding of the mind map;most teachers and students to understand the thinking map of a single way;thinking map of the drawing skills are not proficient;thinking map of the drawing lack of innovation;thinking map of the use of the process lack of teacher-student interaction The efficiency of the use of mind maps needs to be improved.Finally,on the basis of the analysis of mind maps and the survey of the current situation of teachers and students,we propose countermeasures for the rational use of mind maps to assist the teaching of mathematics in junior high school,including:Improve the knowledge of using mind maps;enrich the way of understanding mind maps;develop the habit of drawing mind maps;enrich the personalized design of mind maps;strengthen the effective interaction between teachers and students;master the method of applying mind maps effectively.