Practical Study On The Optimization Of High School Mathematics Teaching With Mind Maps Based On XMind

As the most basic discipline in natural sciences,mathematics undertakes the mission of talent innovation and mathematical power in the new era.Only by achieving the purpose of innovation of people’s thinking ability can we effectively ensure the cultivation of innovative talents.At present,classroom teaching is in the stage of deep integration with information technology,and the teaching and research on mind mapping at home and abroad is gaining momentum,and the research results are abundant,but there are few practical research on mind maps based on information technology in the teaching of specific subjects,and there is a lack of comprehensive and in-depth systematic research.To this end,this paper synthesizes the research results of cognitive psychology,Gestalt art psychology,thinking science,brain science and other related research results,based on high school mathematics teaching,takes the teaching value of mind maps under information technology as an opportunity,and aims to promote students’ thinking ability innovation,and carries out practical research on XMind-based mind maps to optimize high school mathematics teaching.The paper is divided into six chapters,covering four main research parts:research on the theoretical value and drawing tools of mind maps,research on high school mathematics teaching based on XMind’ mind map,research on the effect of high school mathematics teaching practice based on XMind’ mind map,research on strategies for optimizing high school mathematics teaching based on XMind’ mind map.The research part of mind map theoretical value and drawing tools,After studying a large number of literature and related books,the concept of mind map is defined,and the theoretical basis and function of mind map are determined.The specific content is: the essential connotation of mind map,the teaching function of mind map,the structural characteristics of mind map,the function and advantages of XMind;The research value of mind map teaching is expounded from three aspects:visual thinking theory,knowledge visualization theory and double coding theory.The research part of based on the high school mathematics teaching,which formulates a teaching practice research plan,and conducts teaching design based on the teaching theory of mind map,and implements teaching in key classes and ordinary.Specific content: determine the purpose of the research,the research object,and the preparation of testing tools;“Conic curves and equations” are selected as the teaching content;the interactive teaching design and teaching of new knowledge courses,exercise courses and review courses based on XMind’s mind map are carried out.Evaluate and analyze classroom records to form teaching reflections.The effect research part of high school mathematics teaching practice based on XMind’s mind map,which is to test and analyze the effect of teaching practice by using special tests,unit tests,questionnaires and interviews.The specific contents include: analyzing the impact of high school mathematics teaching based on XMind’s mind map on students’ academic performance,investigating the impact of high school mathematics teaching based on XMind’s mind map on students of different learning bases and genders,exploring the impact of high school mathematics teaching based on XMind’s mind map on students’ thinking ability,analyzing the impact of high school mathematics teaching based on XMind’ mind map on teachers’ information literacy,and understanding the attitudes and suggestions of teachers and students on XMind’ mind map pedagogy.The results showed that the high school mathematics teaching based on XMind mind map improved the academic performance of students,and had a significant effect on the middle and lower sections of key classes and the middle of ordinary classes;The academic performance of boys and girls has been improved with little difference;It improves students’ thinking ability,and has the most obvious effect on middle-level students,promoting the development of high-level thinking of students in key classes and the development of middle-level thinking of students in ordinary classes;It can effectively improve teachers’ information literacy,and the deeper the understanding of the teaching role of mind maps,the better the teachers’ information literacy;Teachers and students have a positive attitude towards XMind mind mapping pedagogy.The strategy research part of optimizing high school mathematics teaching based on the XMind’ mind map,puts forward specific optimization strategies based on the research conclusions.Specific strategies include: recognizing map teaching to enhance ability and self-confidence;Create situations from multiple aspects and construct hierarchical thinking;Accurately grasp the essence and realize teaching integration;Moderate teacher-student interaction and flexible teaching mechanism;Find the right time to draw a mind map and give students enough time to think;Adhere to self-reflection and optimize teaching in a timely manner;Strengthen the sense of initiative and form a passion for research.