本文選題：思維導(dǎo)圖 + 圖文轉(zhuǎn)換　； 參考：《四川師范大學(xué)》2015年碩士論文

【摘要】：時(shí)代呼喚創(chuàng)新人才。教育的使命是培養(yǎng)與時(shí)代需求相符合的人才。上世紀(jì)60年代,英國人托尼·博贊發(fā)明了一種快速學(xué)習(xí)與思維的工具—思維導(dǎo)圖。思維導(dǎo)圖具有思維反射性、可視化等特點(diǎn)。它開發(fā)了大腦的力量和潛能,在做筆記、復(fù)習(xí)、制定計(jì)劃、決策等方面表現(xiàn)出巨大的優(yōu)勢(shì),使世界上超過2.5億人受益。本文從腦科學(xué)、多元智力理論、學(xué)習(xí)理論等理性高度探討了思維導(dǎo)圖,希望可以提供一個(gè)較為科學(xué)的理論依據(jù)。圖文轉(zhuǎn)換試題歷來是高考地理中必不可少的組成部分。它體現(xiàn)了地理學(xué)科“無圖不成題”的特色。文章分別從圖文轉(zhuǎn)化的含義、類型等方面做了闡釋,并分析了將思維導(dǎo)圖引人圖文轉(zhuǎn)換解題的緣由和優(yōu)勢(shì),創(chuàng)造性地將二者結(jié)合,提出了應(yīng)用思維導(dǎo)圖解決高中地理圖文轉(zhuǎn)換試題的方法和程序。文章以高中地理圖文轉(zhuǎn)化試題的解決為載體進(jìn)行思維導(dǎo)圖在地理教學(xué)中的應(yīng)用研究。研究以設(shè)計(jì)實(shí)驗(yàn)為主要手段展開。首先進(jìn)行的是思維導(dǎo)圖的教學(xué),向?qū)W生介紹思維導(dǎo)圖,如何繪制;然后將思維導(dǎo)圖引入地理課堂,在復(fù)習(xí)課中利用思維導(dǎo)圖來整理和總結(jié)知識(shí)點(diǎn),形成知識(shí)體系,達(dá)到提高復(fù)習(xí)效率的目的;在習(xí)題講評(píng)課中重點(diǎn)引導(dǎo)學(xué)生應(yīng)用思維導(dǎo)圖尋找解題突破口,獲取有效解題信息,厘清答題思路等。通過測(cè)驗(yàn)成績分析、問卷調(diào)查、個(gè)別訪談等方式從各個(gè)方面分析了應(yīng)用思維導(dǎo)圖解題的實(shí)效,從中論證了思維導(dǎo)圖在高中地理圖文轉(zhuǎn)換試題解決中的實(shí)際價(jià)值,并得出結(jié)論。1、思維導(dǎo)圖與圖文轉(zhuǎn)換的結(jié)合是切實(shí)可行的。2、提出應(yīng)用思維導(dǎo)圖解題的方法和程序。3、思維導(dǎo)圖有助于學(xué)生成績的提高。4、思維導(dǎo)圖可以幫助學(xué)生建立知識(shí)體系。5、思維導(dǎo)圖可以促動(dòng)學(xué)生有意義學(xué)習(xí)。
[Abstract]:The times call for innovative talents. The mission of education is to train talents who meet the needs of the times. In the 1960 s, British Tony Bozan invented a tool for quick learning and thinking-mind maps. The mind map has the characteristics of reflection and visualization. It develops the power and potential of the brain, showing great advantages in taking notes, reviewing, making plans, making decisions, and so on, benefiting more than 250 million people around the world. This paper discusses thinking mapping from the perspective of brain science, multiple intelligence theory and learning theory, hoping to provide a more scientific theoretical basis. Picture-text conversion test has always been an indispensable part of the geography of college entrance examination. It embodies the characteristics of geography subject "no map is no problem". This paper explains the meaning and type of the transformation of pictures and text, and analyzes the reasons and advantages of using the map of thinking to solve the problems, and creatively combines the two. This paper puts forward the method and procedure of applying thinking map to solve the problem of high school geography graph-text conversion test. This paper studies the application of thinking map in geography teaching with the solution of high school geography graph and text transformation test. The research is mainly carried out by designing experiments. First of all, the teaching of thinking map is carried out to introduce the thinking map to the students and how to draw it. Then, the thinking map is introduced into the geography class, and the thinking map is used to sort out and sum up the knowledge points in the review class, so as to form a knowledge system. The purpose of improving the efficiency of review is to guide the students to use the mind map to find the breakthrough of solving the problems, to obtain the effective information of solving the problems, and to clarify the thinking of answering the questions. Through the analysis of test scores, questionnaires and individual interviews, this paper analyzes the practical effect of applying thinking map to solve problems from various aspects, and demonstrates the practical value of thinking map in solving the problems of high school geography graph and text conversion test. And draw the conclusion. 1, the combination of thinking map and graph and text transformation is feasible. 2. Put forward the method and procedure of solving problem with thinking map. The thinking map is helpful to the improvement of students' achievement. 4. Thinking map can help students to establish knowledge. Cognitive system. 5, mind map can stimulate students to learn meaningfully.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.55

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