本文選題：思維導圖 + 發(fā)散思維�。� 參考：《青島大學》2017年碩士論文

【摘要】：中國學生發(fā)展核心素養(yǎng)明確提出要提高中學生用創(chuàng)新思維解決問題的能力。發(fā)散思維是創(chuàng)新思維的核心,而思維導圖作為培養(yǎng)學生發(fā)散思維的工具,已被社會和學校廣泛接納。論文立足實際探討了初中英語教學中教師如何使用思維導圖促進學生發(fā)散思維,并關注在此過程中存在的問題及解決辦法。首先,闡述了國內(nèi)外思維導圖培養(yǎng)發(fā)散思維的研究,發(fā)現(xiàn)思維導圖對培養(yǎng)學生發(fā)散思維能力有顯著作用,為初中英語教師提供了發(fā)散思維教學設計的理論框架和間接經(jīng)驗。其次,以青島的三所初中為例,通過課堂觀察、問卷法和訪談法探究用思維導圖促進發(fā)散思維在初中英語教學中的具體實施情況,結果發(fā)現(xiàn)存在諸如重視程度不足、教師素養(yǎng)不高、學生水平參差不齊等問題,因此從學校、教師、學生三個方面提出建議,鼓勵教師使用思維導圖培養(yǎng)學生發(fā)散思維、轉變傳統(tǒng)教學觀念、提高自我發(fā)散思維修養(yǎng)。最后,根據(jù)研究結果,從英語詞匯、語法、閱讀、寫作、布置作業(yè)等層面,提出了如下教學建議:詞匯層面,鼓勵學生用思維導圖擴充同根詞或同義詞;語法層面,帶領學生用思維導圖歸納語用知識,以聯(lián)舊記新;閱讀層面,引導學生立足文章,充實導圖并提出新的觀點;寫作層面,包容學生的新觀點,在閱讀課思維導圖的基礎上完成寫作;作業(yè)層面,放權讓學生自己用思維導圖整理所學知識。以此使初中英語教學中發(fā)散思維培養(yǎng)更加行之有效,為提高學生核心素養(yǎng)打好基礎。
[Abstract]:The development of core literacy of Chinese students clearly proposes to improve their ability to solve problems with innovative thinking. Divergent thinking is the core of innovative thinking. As a tool to cultivate students' divergent thinking, thinking mapping has been widely accepted by society and schools. Based on the practice, this paper probes into how teachers use thinking map to promote students' divergent thinking in junior middle school English teaching, and pays attention to the problems and solutions in the process. First of all, this paper expounds the research on the cultivation of divergent thinking by thinking map at home and abroad, and finds that it plays an important role in cultivating students' divergent thinking ability, and provides a theoretical framework and indirect experience for English teachers in junior high school to design divergent thinking. Secondly, taking three junior middle schools in Qingdao as an example, through classroom observation, questionnaire and interview, this paper explores the concrete implementation of thinking mapping to promote divergent thinking in junior middle school English teaching. The results show that there are some problems, such as insufficient attention. Teachers' literacy is not high and students' level is not uniform. Therefore, some suggestions are put forward from three aspects: school, teacher and student, to encourage teachers to use thinking map to cultivate students' divergent thinking and to change traditional teaching idea. Improve self-divergent thinking accomplishment. Finally, according to the results of the study, from the aspects of English vocabulary, grammar, reading, writing, assignment and so on, the following teaching suggestions are put forward: at the lexical level, students are encouraged to expand the synonyms or synonyms with the mind map, and at the grammatical level. Leading students to generalize pragmatic knowledge with thinking map, combining the old and the new; reading, guiding students based on the article, enriching the map and putting forward new ideas; writing, including the students' new ideas, On the basis of reading class thinking map, writing is completed. At homework level, students are allowed to organize their knowledge by thinking map. So as to make the development of divergent thinking in junior middle school English teaching more effective, and lay a good foundation for improving students' core accomplishment.
【學位授予單位】：青島大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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