本文關(guān)鍵詞： 思維導(dǎo)圖 小學(xué)自然 活動(dòng)設(shè)計(jì) 學(xué)習(xí)興趣　出處：《上海師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：思維導(dǎo)圖是一種革命性的思維工具,它綜合的運(yùn)用圖形、文字、色彩等,將思維過程直觀表達(dá)出來。思維導(dǎo)圖還能把各級(jí)主題的關(guān)系用相互隸屬與相關(guān)的圖形表現(xiàn)出來,把主題詞(關(guān)鍵詞)與圖像、顏色等建立記憶框架�；谶@些特點(diǎn),在小學(xué)自然學(xué)科中,生命科學(xué)主題的教學(xué)內(nèi)容豐富多變,運(yùn)用思維導(dǎo)圖工具,進(jìn)行教學(xué)活動(dòng)設(shè)計(jì),解決學(xué)生構(gòu)建知識(shí)框架過程中知識(shí)概念相互割裂不連續(xù)的問題;以大概念理念進(jìn)行科學(xué)教育,引導(dǎo)學(xué)生進(jìn)行邏輯思考,知識(shí)框架趨近于大概念的發(fā)展過程顯得尤為重要。本文主要采用理論研究和實(shí)證研究的方法,對(duì)基于思維導(dǎo)圖的活動(dòng)設(shè)計(jì)能夠提高學(xué)生學(xué)習(xí)興趣、大概念發(fā)展程度做了量化研究。理論研究部分探討了關(guān)于思維導(dǎo)圖應(yīng)用于科學(xué)教育的理論基礎(chǔ)和國(guó)內(nèi)外研究現(xiàn)狀。實(shí)證研究部分進(jìn)行了小學(xué)自然課堂中基于思維導(dǎo)圖的活動(dòng)設(shè)計(jì)的應(yīng)用研究,并采集實(shí)驗(yàn)班和對(duì)照班的相關(guān)數(shù)據(jù),分析學(xué)生學(xué)習(xí)興趣、科學(xué)大概念的發(fā)展程度和知識(shí)框架構(gòu)建程度等方面的改變情況。研究結(jié)果表明:1、基于思維導(dǎo)圖的活動(dòng)設(shè)計(jì)符合小學(xué)生的認(rèn)知規(guī)律,其豐富多彩的表現(xiàn)形式能夠促進(jìn)學(xué)生對(duì)自然學(xué)科的興趣。2、思維導(dǎo)圖工具可以促進(jìn)學(xué)生邏輯思維的發(fā)展,有利于學(xué)生科學(xué)大概念的發(fā)展,提高課堂學(xué)習(xí)效率。3、基于思維導(dǎo)圖的教學(xué)促進(jìn)學(xué)生完成舊知識(shí)的遷移和新知識(shí)的構(gòu)建,促進(jìn)學(xué)生將知識(shí)概念構(gòu)成連續(xù)的、相互關(guān)聯(lián)的知識(shí)體系。4、思維導(dǎo)圖對(duì)不同學(xué)力學(xué)生的促進(jìn)效果有差異。通過行動(dòng)研究,思維導(dǎo)圖的繪制對(duì)學(xué)生來說要求偏高,純手繪的思維導(dǎo)圖在課堂中難以開展,利用數(shù)字設(shè)備,在課堂中完成教師預(yù)先設(shè)計(jì)好的導(dǎo)圖是個(gè)有效的途徑。同時(shí),筆者對(duì)小學(xué)自然階段適用的思維導(dǎo)圖做了歸類,總結(jié)了7個(gè)類型的導(dǎo)圖,在教學(xué)實(shí)踐中均對(duì)課堂教學(xué)起到了促進(jìn)效果,還可以對(duì)思維導(dǎo)圖在教學(xué)領(lǐng)域的應(yīng)用積累基礎(chǔ)素材和初步的探索性工作。
[Abstract]:Mind map is a revolutionary thinking tool, it uses graphics, text, color and so on. The process of thinking can be expressed intuitively. The map of thinking can also show the relationship between each level of the subject with the graph of mutual membership and correlation, and the theme word (key word) with the image. Based on these characteristics, the teaching contents of life science subjects in primary school are rich and varied, and the teaching activities are designed by using thinking mapping tools. To solve the problem of discontinuity of knowledge concepts in the process of constructing knowledge framework; It is very important to carry out scientific education with the concept of big concept and guide students to think logically. It is very important for the knowledge framework to approach the development process of big concept. This paper mainly adopts the methods of theoretical and empirical research. The activity design based on thinking map can improve students' interest in learning. In the part of theoretical research, the theoretical basis of the application of thinking mapping to science education and the current research situation at home and abroad are discussed. The empirical research part carries on the thinking based on thinking in the primary school natural class. Research on the Application of activity Design of Map. The data of the experimental class and the control class are collected to analyze the changes of students' interest in learning, the degree of development of the big concept of science and the degree of the construction of the knowledge framework. The research results show that: 1. The activity design based on thinking mapping accords with the cognitive law of primary school students, and its rich and colorful forms can promote students' interest in natural subjects. The tool of thinking mapping can promote the development of students' logical thinking. It is beneficial to the development of the big scientific concept of students, to improve the efficiency of classroom learning. The teaching based on thinking map can promote the students to complete the transfer of old knowledge and the construction of new knowledge, and promote the students to form the concept of knowledge into continuous. The related knowledge system. 4. The effect of thinking map on students of different academic ability is different. Through action research, the drawing of thinking map is too high for students. It is difficult to carry out the pure hand-drawn mind map in class. It is an effective way to complete the pre-designed map in class by using digital equipment. At the same time. The author classifies the thinking map in the natural stage of primary school, summarizes seven types of map, and promotes the classroom teaching in teaching practice. It can also accumulate basic materials and preliminary exploratory work for the application of thinking map in teaching field.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.6

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