本文選題：科學思維 + 思維導(dǎo)圖��； 參考：《貴州師范大學》2015年碩士論文

【摘要】：科學思維是人腦對事物本質(zhì)屬性的概括反應(yīng),是人們內(nèi)化了的思維體系,培養(yǎng)學生的科學思維是非常重要的。思維導(dǎo)圖是一種將思維可視化的組織性工具,目前已被運用到很多領(lǐng)域之中。究竟生物課堂中使用基于思維導(dǎo)圖的教學方法,能否促進高中生科學思維的建構(gòu),對科學思維的建構(gòu)有多大的促進效果?這些問題目前還是未知的,但在學生的科學思維的培養(yǎng)方面,又是非常重要的。通過對人教版高中生物教材的分析,筆者剖析了思維導(dǎo)圖融入高中生物課堂的可行性,找出融入思維導(dǎo)圖更有利于學生科學思維建構(gòu)的內(nèi)容。選取貴陽市第三實驗中學兩個平行班的學生為實驗對象,進行一個學期的教學實踐。實踐過程中,實驗班進行以思維導(dǎo)圖為載體的科學思維教學,對照班進行常規(guī)教學。實踐完成后,對兩個班學生的科學思維水平進行測量。結(jié)果表明,基于思維導(dǎo)圖的生物教學方法對學生科學思維的建構(gòu)是有效的。科學思維能力上,實驗班平均分為44.00分,高出對照班7.96分(P0.01)。在科學思維品質(zhì)上,實驗班學生思維的深刻性、靈活性分別比對照班高出3.74分、4.23分(P0.01)。在分項能力比較上,學生分析綜合能力、抽象概括能力也得到顯著提升。而邏輯推理能力的促進效果上則不明顯。高中生物教學中應(yīng)用思維導(dǎo)圖對學生的科學思維建構(gòu)是有效的,應(yīng)該提倡教師應(yīng)用這一教學手段。
[Abstract]:Scientific thinking is a general reaction of human brain to the essential attribute of things and is an internalized thinking system. It is very important to train students' scientific thinking. Mind mapping is an organization tool to visualize thinking, which has been used in many fields. Can the teaching method based on thinking map in biology classroom promote the construction of high school students' scientific thinking and how much effect does it have to promote the construction of scientific thinking? These problems are still unknown, but in the cultivation of students' scientific thinking, it is very important. Based on the analysis of the senior high school biology textbook, the author analyzes the feasibility of integrating the thinking map into the high school biology classroom, and finds out the content which is more beneficial to the students' scientific thinking construction. The students of two parallel classes in Guiyang No. 3 Experimental Middle School were chosen as experimental objects, and the teaching practice was carried out for one semester. In practice, the experimental class carries on the scientific thinking teaching with the thinking map as the carrier, and the control class carries on the routine teaching. After the completion of practice, the level of scientific thinking of the two classes was measured. The results show that the biological teaching method based on thinking map is effective for the construction of students' scientific thinking. In terms of scientific thinking ability, the average score of the experimental class was 44.00, which was higher than that of the control class (7.96 points, P 0.01). In terms of the quality of scientific thinking, the students' thinking depth and flexibility in the experimental class were 3.74 points and 4.23 points higher than those in the control class respectively (P 0.01). In the comparison of itemized ability, students' ability of comprehensive analysis and abstract generalization is also improved significantly. But the promotion effect of logical reasoning ability is not obvious. The application of thinking map in biology teaching in senior high school is effective for the construction of students' scientific thinking, and teachers should be encouraged to use this teaching method.
【學位授予單位】：貴州師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.91

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