【摘要】：隨著社會(huì)的發(fā)展,國(guó)家各項(xiàng)工作日趨完善,特別是新課程改革實(shí)施之后,我國(guó)一些一線教育工作者把轉(zhuǎn)變過(guò)去應(yīng)試教育的教學(xué)方式作為工作研究的重點(diǎn),為此,把國(guó)際社會(huì)里一些成功經(jīng)驗(yàn)引入到我國(guó),這為我國(guó)教育事業(yè)發(fā)展提供了有力幫助,概念圖就是在這種情況下應(yīng)運(yùn)而生。概念圖就是用圖形化的方式來(lái)表示某個(gè)主題的概念,及相關(guān)聯(lián)概念之間的關(guān)系,是一種組織和表征知識(shí)的工具,也是一種積極有效的教學(xué)方式。從一名教師的角度來(lái)說(shuō),概念圖可以幫助教師設(shè)計(jì)合理的教學(xué)計(jì)劃,高效建構(gòu)教學(xué)內(nèi)容的知識(shí)結(jié)構(gòu);而作為一名學(xué)生來(lái)講,概念圖能夠幫助學(xué)生,使其的學(xué)習(xí)從機(jī)械學(xué)習(xí)轉(zhuǎn)變?yōu)橛幸饬x的學(xué)習(xí),從而促進(jìn)學(xué)習(xí)的意義建構(gòu)。并通過(guò)概念圖構(gòu)建的學(xué)習(xí)方法,自我就可以輕松應(yīng)對(duì)學(xué)習(xí)過(guò)程中各種疑難雜癥,達(dá)到一個(gè)基礎(chǔ)知識(shí)快速積累的效果。本篇論文通過(guò)文獻(xiàn)資料法、訪談法、問(wèn)卷調(diào)查法、案例分析法等研究方法從概念圖國(guó)內(nèi)外研究現(xiàn)狀,高中地理概念圖的基本分類(lèi)及制作,概念圖教學(xué)的理論基礎(chǔ),概念圖在高中地理教學(xué)中的研究?jī)r(jià)值等幾個(gè)方面來(lái)研究論述。最后,筆者嘗試結(jié)合高中地理知識(shí),來(lái)探討概念圖在教學(xué)中的應(yīng)用。概念圖層級(jí)結(jié)構(gòu)很?chē)?yán)謹(jǐn),概念間的關(guān)系很緊密,對(duì)于地理知識(shí)而言,概念圖直接把知識(shí)結(jié)構(gòu)化,并且概念圖有利于教師及時(shí)的對(duì)學(xué)生進(jìn)行評(píng)價(jià)。概念圖在我國(guó)教學(xué)實(shí)踐中應(yīng)用的還不是太廣泛,教師對(duì)概念圖具體涵義和用法還不是太清楚,這就需要我們繼續(xù)努力,鼓勵(lì)教師使用并傳授概念圖這一有效工具。一切為了學(xué)生,為了學(xué)生的一切!
[Abstract]:With the development of society, all kinds of national work are becoming more and more perfect, especially after the implementation of the new curriculum reform, some front-line educators in our country have made the transformation of the teaching methods of examination-oriented education as the focal point of their work. The introduction of some successful experiences in the international community to our country has provided a powerful help for the development of education in our country, and the concept map has emerged as the times require. Concept map is to express the concept of a topic and the relationship between related concepts graphically. It is a tool to organize and represent knowledge, and it is also an active and effective teaching method. From a teacher's point of view, concept maps can help teachers design reasonable teaching plans and efficiently construct the knowledge structure of teaching content, while as a student, concept maps can help students. So that its learning from mechanical learning to meaningful learning, thus promoting the meaning of learning construction. Through the learning method constructed by concept map, self can easily deal with all kinds of difficult and complicated problems in the learning process, and achieve the effect of rapid accumulation of basic knowledge. Through the methods of literature, interview, questionnaire, case analysis and so on, this paper studies the present situation of concept map at home and abroad, the basic classification and making of high school geography concept map, the theoretical foundation of concept map teaching, and so on. The research value of concept map in high school geography teaching is discussed. At last, the author tries to discuss the application of concept map in teaching. The hierarchical structure of the concept map is very strict and the relationship between the concepts is very close. For geographical knowledge, the concept map directly constructs the knowledge, and the concept map is helpful for teachers to evaluate the students in time. The concept map is not widely used in teaching practice in our country, and the teachers are not clear about the concrete meaning and usage of the concept map, which requires us to continue our efforts to encourage teachers to use and impart the concept map as an effective tool. Everything for the students, for the students of everything!
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.55

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

1 許海衛(wèi);運(yùn)用概念圖制作技術(shù) 培養(yǎng)學(xué)生理科綜合能力[J];山東教育;2002年14期

2 朱學(xué)慶;王立君;;基于概念圖的物理教學(xué)模式探討[J];上海師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué).教育版);2003年01期

，

本文編號(hào)：2224136