本文選題：思維導(dǎo)圖 + 物理教學(xué)　； 參考：《河南師范大學(xué)》2017年碩士論文

【摘要】：思維導(dǎo)圖作為一種圖形思維工具和知識(shí)表征工具,研究思維導(dǎo)圖與高中物理教學(xué)的相適性,探索高中物理學(xué)習(xí)的新方法,有助于提高高中物理課堂教與學(xué)的效果。本研究是將思維導(dǎo)圖的教學(xué)方法應(yīng)用到氋中一年級力學(xué)課程的教學(xué)實(shí)踐中,旨在提升高中物理課堂的教學(xué)效果,培養(yǎng)學(xué)生的思維能力,并為思維導(dǎo)圖在物理教學(xué)中的應(yīng)用提供一些經(jīng)驗(yàn)參考。本文在文獻(xiàn)調(diào)研的基礎(chǔ)上,從理論上對思維導(dǎo)圖在教學(xué)理論和教育實(shí)踐中的應(yīng)用進(jìn)行分析探討,以思維導(dǎo)圖的教學(xué)特點(diǎn)和教學(xué)效果為出發(fā)點(diǎn),經(jīng)過相應(yīng)教育教學(xué)規(guī)律的引導(dǎo),研究思維導(dǎo)圖在高中物理力學(xué)教學(xué)實(shí)踐和學(xué)生物理學(xué)習(xí)過程中的實(shí)用性,幫助物理教師掌握更多更好的教學(xué)方法,從而有效的實(shí)施教學(xué)。本研究通過對筆者所在學(xué)校的25位高中物理教師進(jìn)行訪談,獲取了本校高中物理教師對思維導(dǎo)圖的認(rèn)知程度和在物理教學(xué)中應(yīng)用的情況如下:(1)部分高中物理教師對思維導(dǎo)圖的教學(xué)方法有一定的了解和認(rèn)識(shí),但是真正深入研究并運(yùn)用這種方式進(jìn)行物理教學(xué)的老師并不多,堅(jiān)持使用的更是寥寥無幾;(2)大多數(shù)高中教師對思維導(dǎo)圖這一教學(xué)方式的評價(jià)是肯定的,他們認(rèn)為使用思維導(dǎo)圖的教學(xué)方式進(jìn)行物理教學(xué)能夠得到學(xué)生的積極配合,從而實(shí)現(xiàn)物理課堂教學(xué)的優(yōu)化;(3)一部分高中物理教師建議在實(shí)施思維導(dǎo)圖進(jìn)行教學(xué)的同時(shí)要注意與其他教學(xué)方法的相互結(jié)合,并要注意思維導(dǎo)圖的教學(xué)方式與物理課程實(shí)際的適用性;(4)個(gè)別老師認(rèn)為思維導(dǎo)圖的教學(xué)方式并不適用所有的物理課堂,因此,運(yùn)用思維導(dǎo)圖進(jìn)行物理教學(xué)的成效可能并不顯著。本文通過課堂觀察、問卷調(diào)查以及抽樣訪談、對比實(shí)驗(yàn)等方法,研究了學(xué)生在教學(xué)實(shí)驗(yàn)前后對高中物理課程學(xué)習(xí)態(tài)度的轉(zhuǎn)變,以及對思維導(dǎo)圖學(xué)習(xí)方式的興趣及認(rèn)可度等。在此基礎(chǔ)上利用思維導(dǎo)圖進(jìn)行高一力學(xué)教學(xué)案例的設(shè)計(jì),并開展了教學(xué)實(shí)踐的實(shí)驗(yàn)研究,分析實(shí)驗(yàn)班和對照班在實(shí)驗(yàn)前后的研究數(shù)據(jù),檢驗(yàn)將思維導(dǎo)圖的教學(xué)方法應(yīng)用在高中物理力學(xué)教學(xué)中的有效性。對問卷調(diào)查結(jié)果和研究數(shù)據(jù)統(tǒng)計(jì)分析得出以下結(jié)論:(1)在高一力學(xué)課堂教學(xué)中應(yīng)用思維導(dǎo)圖進(jìn)行物理教學(xué)增強(qiáng)了學(xué)生學(xué)習(xí)物理的興趣和信心,提高了學(xué)生整體的物理學(xué)業(yè)成績;(2)應(yīng)用思維導(dǎo)圖進(jìn)行物理力學(xué)教學(xué),能夠培養(yǎng)學(xué)生的物理發(fā)散思維、抽象思維和建立物理模型的意識(shí);(3)應(yīng)用思維導(dǎo)圖進(jìn)行物理力學(xué)教學(xué),幫助學(xué)生梳理、歸納知識(shí)結(jié)構(gòu),培養(yǎng)學(xué)生總結(jié)歸納能力和建立知識(shí)網(wǎng)絡(luò)的能力;(4)應(yīng)用思維導(dǎo)圖進(jìn)行高一物理力學(xué)教學(xué),打開了學(xué)生的想象空間,學(xué)生積極參與到教師的教學(xué)活動(dòng)中,增強(qiáng)了師生之間、生生之間的交流互動(dòng),提高了課堂教學(xué)效率,對高中物理課堂“教與學(xué)”的效果有著一定的優(yōu)化作用。
[Abstract]:As a graphic thinking tool and a knowledge representation tool, thinking map is helpful to improve the teaching and learning effect of physics in senior high school by studying the suitability of thinking map and physics teaching in senior high school and exploring new methods of physics learning in senior high school. The purpose of this study is to apply the teaching method of thinking map to the teaching practice of mechanics course in grade one of senior middle school, in order to improve the teaching effect of physics class in senior high school and to cultivate the students' thinking ability. It also provides some experience reference for the application of thinking map in physics teaching. On the basis of literature investigation, this paper analyzes and discusses the application of thinking map in teaching theory and educational practice theoretically, taking the teaching characteristics and teaching effect of thinking map as the starting point, and guided by the corresponding education and teaching law. This paper studies the practicability of thinking map in the teaching practice of physics mechanics in senior high school and in the process of students' physics learning, which helps physics teachers to master more and better teaching methods, so as to carry out teaching effectively. This study conducted interviews with 25 senior high school physics teachers in my school. The cognitive level and application in physics teaching of high school physics teachers are obtained as follows: (1) some senior high school physics teachers have a certain understanding and understanding of the teaching method of thinking map. However, there are not many teachers who really study and use this method in physics teaching, and few teachers insist on it. (2) most senior high school teachers' evaluation of thinking map is positive. They think that students can cooperate actively in physics teaching by using the method of thinking map. In order to achieve the optimization of physics classroom teaching; (3) some senior high school physics teachers suggest that we should pay attention to the combination of other teaching methods while carrying out the teaching of thinking map. We should pay attention to the teaching method of thinking map and the applicability of physics course. (4) some teachers think that the teaching method of thinking map is not suitable for all physics classes, so the effect of using thinking map in physics teaching may not be remarkable. By means of classroom observation, questionnaire survey, sampling interview and comparative experiment, this paper studies the change of students' learning attitude towards physics course in senior high school before and after the teaching experiment, as well as their interest in and recognition of the learning mode of thinking map. On the basis of this, the design of the teaching case of mechanics in Senior one is carried out by using the thinking map, and the experimental study of teaching practice is carried out, and the research data of the experimental class and the control class before and after the experiment are analyzed. To test the effectiveness of applying the teaching method of thinking map in physics mechanics teaching in senior high school. The results of the questionnaire survey and the statistical analysis of the research data are as follows: (1) the application of thinking map in physics teaching in senior high school mechanics classroom teaching has enhanced the students' interest and confidence in learning physics. (2) the application of thinking map in physics mechanics teaching can train students' physics divergent thinking, abstract thinking and the consciousness of building physical model; (3) apply thinking map to physics mechanics teaching. Help students to comb, induce knowledge structure, cultivate students' ability of summing up induction and building knowledge network; (4) use thinking map to teach physics mechanics in senior one, open up students' imagination space, Students actively participate in teachers' teaching activities, enhance the interaction between teachers and students, improve the efficiency of classroom teaching, and play a certain role in optimizing the effect of "teaching and learning" in senior high school physics classroom.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.7

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