I went to China Normal University for training. Later, the bureau invited Liu Jiaoshou's team, and I attended two advanced trainings. I also used subject thinking to guide the open class of mathematics, and won the first prize in the competition of excellent mathematics courses in junior high school.
Let me share with you my experience in applying subject mind mapping to junior high school mathematics teaching:
After attending the training, I didn't rush to use the subject directly. Instead, I spent nearly 1 month teaching students to draw, and then I helped students improve the quality of drawing, so that they could learn to draw high-quality subject mind maps first. But in this process, you will find that their thinking ability has been exercised and their interest in painting has also increased. When the students mastered it, I began to apply it to teaching, mainly from the following three aspects:
1, before class. Let the students use the subject mind map to construct the knowledge structure according to the textbook knowledge, and discuss and improve the knowledge structure map in groups.
2. In class. Choose students to show the chart drawn and improved. Other students ask questions about this chart-difficulties, omissions and obstacles. Finally, I will summarize and explain (students didn't notice or understand incorrect knowledge) and improve the chart again.
3. Examination. According to Professor Liu Zhuoyuan's suggestion, I will test students' self-study in the form of exams (setting traps). According to the detection situation, the obstacles of knowledge understanding are clarified again, and the subject mind map is further improved. (During the training, Liu Jiaoshou repeatedly reminded that the subject mind map must be drawn in place, and every picture drawn by students should be "accurate", not for the sake of painting. )
After my three "tossing", the logic of the mind map completed by the students is very clear and the knowledge structure is complete.
In fact, it is more difficult to correct students' thinking problems than normal teaching at first, but when students can really draw a good picture, not only will their thinking ability and self-study ability be harvested and improved, but they will also feel that their classroom will be more and more relaxed, because they can learn, think, ask questions and find problems by themselves. As a junior high school math teacher, I think subject mind mapping is both practical and efficient.
As for the difference between teachers and students using mind maps, I personally think there is no difference in essence. Both teachers and students should use the subject mind map to construct the knowledge system. The main purpose of drawing is to find the thinking obstacles and knowledge obstacles behind mind mapping, and to improve their thinking ability and subject level through continuous improvement.
I hope my answer is useful to you! Hope to adopt!