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由于职业学校大多数学生对数学学习失去兴趣,从教20余年想尽各种办法提升学生学习兴趣,都收效甚微。一直在学习和探索如何能更好的引导和支持学生活出生命的意义和价值,如何能轻松快乐的学习数学,有幸在2011年接触到了思维导图的学习方法,当一学习到这个方法,就立刻应用到我的数学教学中去,从此,我的课堂发生了重大的变化,学生发生了重大的变化,在探索和应用思维导图教学的过程中,不仅锻炼了学生的思维能力,学习兴趣的提升,而且也提升了老师及学生各个方面的能力,教学效果显著,得到了学生的普遍认可。本文从开始应用思维导图的实验阶段到发展阶段再到最后的整合改进阶段详细地进行了阐述。
As most of the students in vocational schools lose their interest in maths learning, it has been very ineffective to teach students various ways to improve their learning interest in more than 20 years. Has been learning and exploring how to better guide and support students to live the meaning and value of life, how to learn maths easily and happily, fortunate enough to come into contact with the mind map learning method in 2011. When learning this method, Immediately applied to my math teaching, from then, my class has undergone major changes, students have undergone major changes in the process of exploration and application of mind mapping teaching, not only exercise the students’ thinking ability, learning Interest, but also enhance the ability of teachers and students in all aspects, teaching effect is significant, has been generally recognized by students. This article elaborates in detail from the beginning of the application of Mind Mapping from the experimental stage to the development stage to the final stage of integration and improvement.