Research On The Application Of Mind Mapping In The Review Class Of Senior Elementary School Mathematic

The Compulsory Education Curriculum Standards(2022 Edition)states that the most important thing in mathematics curriculum training is to improve students’ mathematical literacy,applied thinking and innovation awareness.And mind mapping is an important means to achieve its requirements.As a tool to effectively express divergent thinking,mind mapping teaching is a common teaching method in the teaching of upper primary school unit review courses at home and abroad.Through intuitive graphic drawing,mind maps can represent their corresponding subject relationships in related hierarchies,which can help students balance between logic and imagination.It turns boring and scattered knowledge points into interesting,overall related memories,thereby improving the efficiency of students’ consolidation of knowledge points in review lessons.Through the two ways of sending questionnaires to students and talking with other teachers,the author learned that the current use of mind mapping in primary school mathematics teaching is not widespread and ineffective.The reasons for the analysis are as follows: 1.Teachers lack systematic knowledge of mind mapping theory.2.The use of mind mapping is too formal in teaching.3.The current teaching evaluation system is too single.4.Reflection on teaching results and learning outcomes is not in place.In order to solve the above problems,we put forward targeted countermeasures based on daily teaching experience:1.Strengthen the theoretical training of teachers.2.Teachers should pay attention to teaching skills in the teaching process,create scenarios for making mind maps,help students understand the connections between each keyword in the map,and provide help for later students to independently make mind maps.3.Expand the multi-dimensional evaluation system.4.When teachers use mind maps to teach,they should collect students’ opinions and change the teaching design in time.Students should consciously consolidate and improve their thinking map literacy after class.At the same time,in view of the above problems and countermeasures,the author selected two mind map review courses "Area of Polygons" and "Decimal Division" from the aspects of geometry to arithmetic for classroom recording and analysis,and improved and redesigned the lessons of "Decimal Division" according to the advantages and disadvantages analyzed.In order to understand the feasibility of the revised teaching design,the author selected two classes of the fifth grade of BL Primary School in Huizhou City for analysis,designed preschool test and postschool test,compared and analyzed the two groups of subjects,and used Excel software and SPSS software to conduct reliability analysis and t-test of preschoolperformance and postschool grade,and found that students who used mind map teaching design had better results.Subsequently,through interviews,it was found that compared with before,students have a deeper understanding of knowledge,more agile thinking,and students’ learning ability has improved.Therefore,it is concluded that the teaching design of the mind map review course designed by the author has a certain feasibility in the primary mathematics review course.