本文選題：概念圖　切入點(diǎn)：概念理解表征　出處：《江南大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：知識(shí)經(jīng)濟(jì)時(shí)代,概念理解尤為重要。然而高校在提升大學(xué)生概念理解水平上仍存在一些問(wèn)題,如:教學(xué)內(nèi)容上忽視概念及知識(shí)間的內(nèi)在聯(lián)系、教學(xué)策略上忽視學(xué)習(xí)者間的概念理解分享與觀點(diǎn)質(zhì)疑、評(píng)價(jià)方式上忽視學(xué)習(xí)者的主觀能動(dòng)性和概念理解水平評(píng)價(jià)等。小組協(xié)作評(píng)價(jià)作為一種讓學(xué)習(xí)者主動(dòng)參與到評(píng)價(jià)環(huán)節(jié)的形成性評(píng)價(jià)方法和一種讓學(xué)習(xí)者光明正大共享概念理解和質(zhì)疑觀點(diǎn)的教學(xué)策略,能夠?yàn)槿绾未龠M(jìn)學(xué)習(xí)者提升概念理解水平提供新思路。因此,本研究嘗試將概念圖作為學(xué)習(xí)者概念理解的表征工具和概念理解水平的評(píng)價(jià)工具,并試圖設(shè)計(jì)基于概念圖的小組協(xié)作評(píng)價(jià)活動(dòng),讓學(xué)習(xí)者成為評(píng)價(jià)主體,參與評(píng)價(jià)過(guò)程,以期促進(jìn)學(xué)習(xí)者概念理解水平的提升。本研究首先對(duì)概念理解表征及概念理解評(píng)價(jià)兩方面進(jìn)行理論解讀;而后探索剖析促進(jìn)概念理解的小組協(xié)作評(píng)價(jià)活動(dòng)的內(nèi)涵并歸納總結(jié)促進(jìn)概念理解的小組協(xié)作評(píng)價(jià)活動(dòng)的六大要素,即活動(dòng)目標(biāo)、評(píng)價(jià)方法、評(píng)價(jià)任務(wù)、評(píng)價(jià)共同體、互動(dòng)方式以及評(píng)價(jià)資源與工具;再者,圍繞上述六個(gè)設(shè)計(jì)要素構(gòu)建促進(jìn)概念理解的小組協(xié)作評(píng)價(jià)活動(dòng)設(shè)計(jì)框架;隨后,以《教育技術(shù)學(xué)導(dǎo)論》課程為例,以上述活動(dòng)設(shè)計(jì)框架為指導(dǎo),根據(jù)學(xué)習(xí)者是否參與評(píng)價(jià)量規(guī)的生成過(guò)程,分別設(shè)計(jì)兩種小組協(xié)作評(píng)價(jià)活動(dòng):常規(guī)的小組協(xié)作評(píng)價(jià)活動(dòng)(教師提供評(píng)價(jià)量規(guī))以及學(xué)習(xí)者生成評(píng)價(jià)量規(guī)的小組協(xié)作評(píng)價(jià)活動(dòng)(學(xué)習(xí)者自主協(xié)作生成評(píng)價(jià)量規(guī));最后,開(kāi)展準(zhǔn)實(shí)驗(yàn)研究,對(duì)所設(shè)計(jì)的兩種小組協(xié)作評(píng)價(jià)活動(dòng)的效果進(jìn)行驗(yàn)證�；谏鲜鲅芯�,得出結(jié)論如下:(1)概念圖是表征和評(píng)價(jià)學(xué)習(xí)者內(nèi)隱化能力——概念理解的良好工具;(2)促進(jìn)概念理解的小組協(xié)作評(píng)價(jià)活動(dòng)應(yīng)圍繞活動(dòng)目標(biāo)、評(píng)價(jià)方法、評(píng)價(jià)任務(wù)、評(píng)價(jià)共同體、互動(dòng)方式以及評(píng)價(jià)資源與工具這六個(gè)要素設(shè)計(jì);(3)理解性教學(xué)設(shè)計(jì)理論指導(dǎo)下的小組協(xié)作評(píng)價(jià)活動(dòng)通過(guò)讓學(xué)習(xí)者共享理解和質(zhì)疑觀點(diǎn)來(lái)促進(jìn)學(xué)習(xí)者提升概念理解水平。區(qū)別于以往的小組協(xié)作評(píng)價(jià)相關(guān)研究,本研究從理解這一視角進(jìn)行小組協(xié)作評(píng)價(jià)活動(dòng)設(shè)計(jì),并將概念圖所表征的概念理解水平作為小組協(xié)作評(píng)價(jià)的內(nèi)容,以期促進(jìn)學(xué)習(xí)者概念理解水平提升。另外本研究所設(shè)計(jì)的小組協(xié)作評(píng)價(jià)活動(dòng)設(shè)計(jì)方案能夠?yàn)楹罄m(xù)在實(shí)際教學(xué)中促進(jìn)學(xué)習(xí)者概念理解水平提供活動(dòng)設(shè)計(jì)案例、工具支撐及方法借鑒。
[Abstract]:In the era of knowledge economy, concept understanding is very important. However, there are still some problems in improving the level of concept understanding of college students, such as neglecting the internal relationship between concepts and knowledge in teaching content. In teaching strategies, conceptual understanding, sharing and questioning among learners are ignored. Evaluation methods ignore learners' subjective initiative and level of conceptual understanding. Group collaborative evaluation is a formative evaluation method that allows learners to participate actively in the evaluation process and allows learners to be fair and impartial. Teaching strategies to understand and challenge ideas, Therefore, this study attempts to use the concept map as a representation tool for learners' conceptual understanding and an evaluation tool for their level of conceptual understanding. We also try to design the group collaborative evaluation activities based on the concept map, so that learners can become the main body of evaluation and participate in the evaluation process. The purpose of this study is to promote learners' conceptual understanding. Firstly, this study makes theoretical interpretation of conceptual understanding representation and conceptual understanding evaluation. Then it explores the connotation of group collaborative evaluation activities that promote conceptual understanding and summarizes the six elements of group collaborative evaluation activities that promote conceptual understanding, namely, activity objectives, evaluation methods, evaluation tasks, and evaluation communities. The interactive approach and evaluation resources and tools; furthermore, the design framework of group collaborative evaluation activities to promote conceptual understanding is constructed around the above six design elements; then, taking the "introduction to Educational Technology" course as an example, Guided by the above activity design framework, according to whether the learner is involved in the evaluation of the gauge generation process, Two kinds of group collaborative evaluation activities are designed separately: conventional group collaborative evaluation activities (teachers provide evaluation gauges) and learner generation evaluation activities of group collaboration evaluation activities (learner autonomous collaboration to generate evaluation gauges). Finally, A quasi-experimental study was conducted to verify the effectiveness of the two team collaborative evaluation activities designed. The conclusions are as follows: 1) Conceptual map is a good tool to characterize and evaluate the implicit ability of learners-a good tool for conceptual understanding. Group collaborative evaluation activities to promote conceptual understanding should revolve around activity objectives, evaluation methods, evaluation tasks, and evaluation communities. Interactive approach and Design of six elements of Evaluation Resources and tools 3) guided by the theory of comprehensible instructional design, group collaborative evaluation activities can promote learners' conceptual understanding by sharing understanding and questioning views. Different from previous studies related to collaborative group evaluations, In this study, the design of group collaborative evaluation activities is carried out from the perspective of understanding, and the level of conceptual understanding represented by the concept map is taken as the content of group collaborative evaluation. In addition, the group collaborative evaluation activity design scheme designed by this research can provide an activity design case for promoting learners' conceptual understanding in practical teaching. Tool support and method reference.
【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G642

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本文編號(hào)：1600166