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上个世纪七十年代托尼·巴赞先生发明了思维导图,这是用来表达发散性思维的工具。虽然目前为止思维导图的概念还没有明确的说法,但结合国内外各专家学者对于思维导图的研究,能基本确定思维导图是利用色彩、线条、词汇、标记等具有一定组织的、变异理解记忆的彩图,是一个从中心散发出来的自然结构,与我们的大脑处理具体事件时的思维方式基本保持一直。通过对于思维导图的应用,可以开发出初中生的大脑潜能,提高学生对于数学理论知识的理解能力,还能激发学生的创造力和各项综合能力,促进学生数学学习能力的综合提高。本文拟结合思维导图的相关理论研究,剖析思维导图在初中数学教学中的意义和作用,促进初中数学教学模式的进一步发展。
In the seventies of the last century, Mr. Tony Barzan invented Mind Mapping, a tool used to express divergent thinking. Although the concept of mind mapping has not yet been clearly defined, combining with the research of mind mapping by experts and scholars both at home and abroad, the mind map can be basically determined using a variety of organizations, such as color, line, word, mark, The color picture of understanding memory is a natural structure emanating from the center, which basically keeps with the way of thinking when our brain deals with specific events. Through the application of mind mapping, we can develop the brain potential of junior high school students, improve students’ understanding of mathematical theory knowledge, stimulate students’ creativity and comprehensive ability, and promote the comprehensive improvement of students’ mathematics learning ability. This paper intends to combine the theoretical research of Mind Map, analyze the significance and function of Mind Map in junior high school mathematics teaching, and promote the further development of junior middle school mathematics teaching mode.