How to use mind map in primary school mathematics

How to use mind map in primary school mathematics. In primary school mathematics teaching, with the help of mind map, the teaching content can be enriched, the interest can be increased, the classroom efficiency can be improved rapidly, and the students' ability of autonomous learning, analysis and problem solving can be cultivated. Next, Bian Xiao brings you the skills of mathematical thinking training.

Using mind mapping to enliven classroom atmosphere

Creating an active classroom atmosphere in primary school mathematics classroom is the effect that every excellent teacher hopes to achieve. Through the way of mind map, students can explore each other in their study and fill in exercises on the blackboard, which makes the learning atmosphere more intense. For example, when learning the content of "knowing clocks and watches"

First of all, the teacher taught the skills of knowing the clock. Secondly, the teacher can let students draw the process of knowing time with mind map in front of the blackboard. Students will take out their notebooks and think seriously. The teacher needs to check the students' completion, let the students take turns to finish the tasks assigned before on the blackboard, and let other students review together. Finally, teachers give correct evaluation and encouragement. Through such teaching strategies, students can better explore and cooperate, enliven the classroom atmosphere, enable each student to participate in classroom teaching activities, continuously improve students' participation ability and better master mathematics knowledge.

Using mind map to find a solution to the problem

Application problem is an important part of primary school mathematics teaching, and it is also an exercise with high score in the test paper. In the process of analyzing application problems, the application of mind mapping teaching method can help students find correct ideas in the process of solving problems. [2] For example, when learning the knowledge content of "problem-solving strategies", teachers can teach exercises, first give some vivid cases with mind maps, and then put the knowledge to be taught in to let students know the key to solving problems.

For example, if you want to know how many apples a child has, you need to find the condition: "How many children?" "How many apples does each child have?" Through students' careful analysis, they will soon find the correct answer in the exercise. Through this teaching strategy, teachers and students can communicate better, and students can find their own problems in knowledge mastery by completing the content of mind map by themselves. Teachers need to constantly guide students to make their own mind maps, so that students can learn to analyze with block diagrams, line segments and arrows, so that students can have good problem-solving ideas and logical analysis skills.

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How to use mind map in mathematics

Adding mind map to intuitive teaching can stimulate students' interest in learning.

For the traditional teaching methods, when introducing concepts, the methods used are mostly from putting forward concepts to explaining concepts, and finally illustrate them with examples. However, at this stage, with the deepening of education reform, mathematics knowledge and concepts in primary schools have become more difficult and some are more abstract. Simply applying traditional teaching methods can no longer make students really master knowledge. When there are many theoretical explanations, students will be more confused. In the study of knowledge, they will learn by rote, which will not effectively and firmly grasp the knowledge, and it is difficult to apply the knowledge, which has caused certain restrictions on the improvement of teaching quality.

In teaching, we should teach through mind map, so that knowledge points can be visualized, the connection between knowledge can be more organized, students' enthusiasm for learning knowledge can be improved, and it is easier to understand and remember. For example, when explaining a graphic, if it is simply described in books, students will not deeply understand this knowledge, and they will not be able to show this graphic intuitively to students. However, with the help of mind map teaching, graphics are described by animation and more vivid language, which can make students form an online impression and be easy to understand. When explaining "number", you can combine the following methods, as shown in figure 1. Make students fill in concepts and relationships according to their own understanding, and make learning form a "form-oriented" knowledge system.

With the help of mind map, cultivate the learning ability of autonomous learning and cooperative inquiry.

With the implementation and deepening of the new curriculum reform, new requirements are put forward for teaching methods. It is necessary to change the form of classroom knowledge teaching in the past, so that students can learn actively and master basic knowledge and skills, and finally make students' values more correct. Teaching in the form of mind map can give full play to students' main role, arouse students' learning enthusiasm and promote the cultivation of students' self-study, understanding and analysis ability and induction and summary ability.

In the actual teaching process, teachers need to make full use of the role of mind mapping to change the boring characteristics of knowledge, so that students can really have the initiative to learn and master learning methods. The specific implementation methods are as follows: first, teachers should explain and learn the mind map of this unit in outline; Secondly, students are divided into groups, and with the help of reading textbooks and materials, they consult the materials collected on the Internet to prepare for classroom learning. Third, give guidance and help to learning, make it apply collaborative learning, and draw mind maps with the help of MindManager software; Finally, in the course, the results of each group of mind maps will be displayed, and the teacher will make the final evaluation. In view of the shortcomings in our work, we should actively improve our study. In this learning process, students can also firmly grasp knowledge.

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An effective way to apply mind map in primary school mathematics teaching

Using Mind Mapping to Improve Students' Self-study Ability

Under the requirements of the current new curriculum standards, the cultivation of students' autonomous learning ability is increasingly demanding, which requires teachers to implement students' dominant position and humanized management in classroom teaching. Therefore, in the actual teaching process, teachers should reasonably choose teaching methods and optimize students' knowledge structure, so as to cultivate students' autonomous learning ability. In order to achieve this teaching goal better, teachers should use mind maps. So as to comprehensively and systematically display mathematical knowledge, show students a systematic and rigorous mathematical knowledge system, and effectively improve students' autonomous learning ability.

For example, in the process of teaching the content of "multiplication with two digits as a factor", because it involves different forms of oral multiplication and written multiplication, it also includes its application. In addition, there are some common quantitative relations, which involve a lot of content, and it is difficult to get ideal results with conventional teaching methods. Therefore, teachers can use mind map to summarize relevant knowledge, so as to show knowledge to students more intuitively and comprehensively.

On the problems that should be paid attention to in the application of mind mapping

Flexible use of mind mapping can improve teaching efficiency and solve various problems in teaching, but there will be more problems in practical application. First of all, there is little redundant information, and with the help of mind map, it is necessary to ensure that the words in the graph are concise, but it is also impossible to list the positions of descriptive sentences around the central theme; Secondly, with the help of mind mapping, the knowledge structure can be clearer, simpler and more complete. In the teaching of primary school mathematics, it is necessary to separate and integrate the knowledge points, so as to simplify the structure, but to ensure the integrity; Third, it can promote the cultivation of thinking and memory ability. In teaching, the comprehensive application of graphics, color, sense of space and rhythm can effectively improve thinking and memory ability.

In teaching, the lack of application of color and graphics and a simple understanding of black characters will make students lose interest in learning and affect the normal operation of the brain. Fourthly, in making mind maps, we need to make full use of efficient tools and software. Generally speaking, softwares such as Inspiration, Mindmanager, Map-Maker, CmapTool, ThinkMaps and MindMapper are commonly used tools. With the application of these tools, teaching methods can be expanded, which are no longer limited to the size of paper or blackboard. Graphics can be modified at will. By adding certain color maps and colors, the design and application of mind maps are optimized, and the production process is also optimized and accelerated.

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Strategies for Cultivating Mathematical Thinking

It is necessary to infiltrate mathematical thinking in the process of knowledge occurrence.

Because mathematical thinking is often contained in specific knowledge and reflected in the process of knowledge generation and application, students' mastery of mathematical thinking is not synchronized with their understanding of knowledge and the formation of skills, and it takes a long process from vagueness to clarity. Therefore, the teaching of mathematical thinking method is more difficult than the teaching of mathematical knowledge. However, there are rules to follow in the teaching of mathematical thinking methods, which should be mastered by middle school mathematics teachers.

For example, the teaching of mathematical thinking should follow the main line of infiltration, combined with the principles of repetition, systematicness, turning hidden into obvious, step by step, and students' participation, which is an effective law. In a word, it does show a certain regularity to excavate, refine and summarize the mathematical thinking methods in textbook knowledge and teach them to students. But we should also see that the improvement of mathematical thinking is a long-term process. Therefore, teaching must be carefully designed, repeatedly infiltrated, and subtly guide students to understand the thinking methods contained in mathematical knowledge.

In the process of exploring problem-solving methods, master mathematical thinking methods.

Many teachers often have such confusion: they have talked about many topics. Not only do students always stay at the level of imitating problem solving, but they are at a loss as long as the conditions change slightly. Students have never been able to form strong problem-solving ability, let alone the formation of innovative ability. The reason is that teachers focus on topics in teaching, but teaching them "fish" is more important than teaching them "fish".

Therefore, in the teaching of mathematical problem inquiry, it is important for students to truly understand the mathematical thinking method contained in mathematical problem inquiry, so that students can master the knowledge about mathematical thinking from it, digest and absorb this knowledge into mathematical thinking with "personality", and gradually form a mathematical thinking method to guide thinking activities, so that they can treat similar problems confidently and calmly. Therefore, in problem-solving teaching, we should pay attention to cultivating students' consciousness of consciously using mathematical thinking to solve problems, analyzing and exploring the application of mathematical thinking in solving problems, and paying attention to the application of mathematical thinking in solving typical problems.