發(fā)布時間：2018-07-01 09:06

  本文選題：概念教學 + 思維導圖　； 參考：《山東師范大學》2015年碩士論文

【摘要】：概念教學一直是高中化學教學的重點，對其教學策略與方法的研究也從未停止過。傳統(tǒng)概念教學往往出現(xiàn)忽視學生自身發(fā)展過程中知識的構建規(guī)律的情況。本文試圖通過思維導圖在教學中的應用，將建構主義的有效教學觀與教學效益整合起來，從而改進概念教學的應用策略與具體的使用方法。 研究分析認為，使用思維導圖作為教學工具，，不僅有助于發(fā)現(xiàn)學生的前科學概念，促進學生科學概念意義的建構，而且有助于建立概念之間的邏輯聯(lián)系。本研究基于思維導圖的使用理念和繪制方法的特點，構建了將其應用于化學概念教學的一般模式，包括①申明主題，激發(fā)舊認識；②個人作圖，顯化舊認識；③根據(jù)舊認識，設計新教學；④精細加工，挖掘內涵；⑤修正補充，完善思維導圖；⑥概念應用，解決問題；⑦概念聯(lián)系，完善構建等七步。其中在筆記記錄、問題解決和內語言形成這三個方面，思維導圖可以進行不同的變式，以提高不同情境中的使用效果。 為了檢驗思維導圖在在實際化學概念教學中的優(yōu)勢，本研究選擇物質的量概念群，進行了使用思維導圖的教學實踐研究，研究發(fā)現(xiàn)使用思維導圖可以提高學生對概念間的聯(lián)系的認識和對概念本質要素的理解程度，并能提高學生的成績。 本研究僅僅對思維導圖應用于概念教學進行了初步的研究，在與不同教學思路與教育理念的結合上，還遠未達到完善的程度。另外，思維導圖的普遍應用，也需要概念界定等相關教學研究的同步深入，才能達到更好的效果。
[Abstract]:Concept teaching has always been the focus of chemistry teaching in senior high school, and the research on its teaching strategies and methods has never stopped. Traditional concept teaching often ignores the rules of knowledge construction in the process of students' own development. This paper attempts to integrate the effective teaching view of constructivism with the teaching benefit through the application of thinking map in teaching, so as to improve the applied strategy and concrete usage method of concept teaching. The research and analysis show that the use of thinking map as a teaching tool is not only helpful to discover the students' pre-scientific concepts and promote the construction of the meaning of the students' scientific concepts, but also helps to establish the logical relationship between the concepts. Based on the characteristics of thinking mapping and drawing method, a general model of applying it to chemistry concept teaching is constructed in this study, which includes: (1) stating the theme, motivating the old knowledge to make drawings, and showing that the old understanding is based on the old understanding. There are seven steps in designing a new teaching, such as fine processing, mining connotation, revising and supplementing, perfecting the application of the concept of thinking map, solving the problem and connecting the concepts, perfecting the construction, and so on. In the three aspects of note-taking, problem-solving and internal language formation, the mind map can carry out different variations in order to improve the effect of using in different situations. In order to test the superiority of thinking map in the teaching of practical chemistry concept, this study selects the quantity concept group of matter, and carries on the teaching practice research of using thinking map. It is found that the use of mind mapping can improve the students' understanding of the relationship between concepts and the understanding of the essential elements of concepts, and can improve the students' achievement. This study has only carried on the preliminary research to the thought map application in the concept teaching, in unifies with the different teaching thought and the education idea, has not reached the consummation degree. In addition, the general application of thinking mapping also needs the synchronization of related teaching research, such as concept definition, in order to achieve better results.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.8

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