【摘要】：2012年出版的《義務(wù)教育生物學(xué)課程標(biāo)準(zhǔn)(2011年版)》與《義務(wù)教育生物課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》相比最大的變化是在十個(gè)一級(jí)主題下增加了50個(gè)重要概念,這對(duì)生物教師提出了新的教學(xué)要求。在新課標(biāo)的背景下,生物教師應(yīng)該要努力探尋新的教學(xué)方法來促進(jìn)學(xué)生對(duì)重要概念的理解,提高教學(xué)的有效性。概念圖策略是一個(gè)比較新穎的教學(xué)手段,已有一些一線教師對(duì)如何使用概念圖策略教學(xué),進(jìn)行了積極的研究,但很少研究其有效性。本文主要以蘇教版初中生物中“細(xì)胞是生命活動(dòng)的基本單位”一章為載體,以兩個(gè)初一的平行班為教學(xué)對(duì)象,利用教育實(shí)驗(yàn)的方法,對(duì)概念圖策略在初中生物重要概念的教學(xué)中的有效性進(jìn)行研究。本研究實(shí)驗(yàn)班運(yùn)用概念圖策略進(jìn)行教學(xué),學(xué)生以制作概念圖為學(xué)習(xí)策略,對(duì)照班以講授法為主,比較分析實(shí)驗(yàn)班和對(duì)照班實(shí)驗(yàn)后的成績數(shù)據(jù)及試卷。結(jié)果初步顯示,使用概念圖策略能提高學(xué)生的生物成績。分析試卷中考察重要概念的題目發(fā)現(xiàn),實(shí)驗(yàn)班相較于對(duì)照班,對(duì)于重要概念的掌握程度更高。另外,.通過實(shí)驗(yàn)班學(xué)生繪制的概念圖,有助于老師了解學(xué)生構(gòu)建重要概念的過程及時(shí)發(fā)現(xiàn)學(xué)生錯(cuò)誤概念并進(jìn)行糾正,提高課堂效率,并且引導(dǎo)學(xué)生根據(jù)自己繪制的概念圖,總結(jié)說出相關(guān)的重要概念。研究表明概念圖策略對(duì)重要概念的教學(xué)確實(shí)是有效的。
[Abstract]:The biggest change in the Biology Curriculum Standard for compulsory Education (2011 edition), published in 2012, compared with the Biology Curriculum Standard for compulsory Education (Experimental draft), was the addition of 50 important concepts under 10 tier 1 themes. This puts forward new teaching requirements for biology teachers. Under the background of the new curriculum standard, biology teachers should try their best to explore new teaching methods to promote students' understanding of important concepts and improve the effectiveness of teaching. Concept map strategy is a novel teaching method. Some first-line teachers have carried out active research on how to use concept map strategy teaching, but little on its effectiveness. This article mainly takes the chapter "Cell is the basic unit of life activity" in the junior middle school biology of Su Jiao edition as the carrier, takes the parallel class of two junior high school students as the teaching object, uses the method of educational experiment. This paper studies the effectiveness of concept map strategy in the teaching of important biological concepts in junior high school. In this study, the experimental class used the concept map strategy to teach, the students made the concept map as the learning strategy, and the control class mainly used the teaching method to compare and analyze the result data and the test paper after the experiment between the experimental class and the control class. The results showed that the concept map strategy could improve the students' biological scores. After analyzing the important concepts in the test paper, it is found that the experimental class has better grasp of the important concepts than the control class. In addition. Through the concept map drawn by the students in the experimental class, it is helpful for the teacher to understand the process of students constructing important concepts and find out the students' wrong concepts and correct them in time, improve the classroom efficiency, and guide the students to draw the concept maps according to their own. Summarize and say important related concepts. The research shows that the concept map strategy is effective in the teaching of important concepts.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.91

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