發(fā)布時(shí)間：2018-12-18 20:20

【摘要】：現(xiàn)代教育的目的是提高受教育者的智力水平,其中思維能力是核心因素。英國的東尼·博贊于20世紀(jì)70年代發(fā)明的自然表達(dá)發(fā)散性思維的工具——思維導(dǎo)圖,模擬了人類大腦的結(jié)構(gòu),以樹形分支延伸出去,形成一種樹狀的思維。這種學(xué)習(xí)工具的出現(xiàn),能比較直觀的表現(xiàn)出繪制者的思維特點(diǎn)。本研究旨在在初中學(xué)生學(xué)習(xí)化學(xué)過程中,以思維導(dǎo)圖為工具,把初中化學(xué)重要知識之間建立相互的層次關(guān)系,教師通過對學(xué)生思維導(dǎo)圖的分析,辨明學(xué)生的思維特點(diǎn),以便采取有效的干預(yù)措施幫助學(xué)生理清知識點(diǎn)的相互關(guān)系,發(fā)展抽象邏輯思維,從而促進(jìn)學(xué)生化學(xué)思維導(dǎo)圖的建構(gòu),提升學(xué)生學(xué)習(xí)化學(xué)的效率。本研究從思維導(dǎo)圖可以辨析學(xué)生化學(xué)思維特點(diǎn)、思維導(dǎo)圖可以促進(jìn)學(xué)生化學(xué)的學(xué)習(xí)兩方面提出假設(shè)。結(jié)合學(xué)生已有知識,奧蘇貝爾的有意義學(xué)習(xí)三層次——表征學(xué)習(xí)、概念學(xué)習(xí)、命題學(xué)習(xí),以及學(xué)生元認(rèn)知監(jiān)控情況建立分析模型。教師讓學(xué)生繪制思維導(dǎo)圖后,通過使用分析工具合理解構(gòu)思維導(dǎo)圖,結(jié)合半結(jié)構(gòu)性訪談,辨析出初中學(xué)生的化學(xué)學(xué)習(xí)思維特點(diǎn)是喜好具體、形象思維,而抽象邏輯思維發(fā)展不成熟;原有認(rèn)知結(jié)構(gòu)不穩(wěn)定,新舊知識之間沒有建立穩(wěn)固的聯(lián)系;元認(rèn)知監(jiān)控能力較弱。針對上述特點(diǎn)教師采用干預(yù)策略,如教師在訪談中對學(xué)生進(jìn)行問題式的個別輔導(dǎo),幫助他們把新知識融入原有的認(rèn)知結(jié)構(gòu)中;教師借助課堂進(jìn)行集體梳理知識,理清關(guān)系,幫助學(xué)生把新知識與已有認(rèn)知結(jié)構(gòu)建立起新的“實(shí)質(zhì)的”、“非人為性”的聯(lián)系;督促學(xué)生反思自己的思維導(dǎo)圖,修正或重構(gòu)思維導(dǎo)圖以明確學(xué)習(xí)內(nèi)容。通過分析修正或重構(gòu)的思維導(dǎo)圖、學(xué)科知識測試中相關(guān)習(xí)題的得分率,可以發(fā)現(xiàn)上述干預(yù)策略能較好地幫助學(xué)生建構(gòu)和完善自己的認(rèn)知結(jié)構(gòu),促進(jìn)發(fā)展抽象邏輯思維,更好的建構(gòu)思維導(dǎo)圖,提升化學(xué)學(xué)習(xí)的效果。
[Abstract]:The purpose of modern education is to improve the intellectual level of the educated, among which the thinking ability is the core factor. In the 1970s, Tony Bozan of England invented the tool of natural expression of divergent thinking, the thinking map, which simulates the structure of human brain and extends out as a tree-shaped branch to form a kind of tree-like thinking. The appearance of this learning tool, can more intuitively show the characteristics of the plotter's thinking. The purpose of this study is to establish a hierarchical relationship between the important knowledge of chemistry in junior high school by using the mind map as a tool in the process of learning chemistry. The teachers identify the thinking characteristics of the students through the analysis of the students' mind map. In order to take effective intervention measures to help students to clear up the relationship between knowledge points, develop abstract logical thinking, thus promote the construction of students' chemical thinking map, improve the efficiency of students to learn chemistry. In this study, the characteristics of students' chemical thinking can be distinguished by thinking map, and the hypothesis can be put forward from two aspects: thinking map can promote students' chemistry learning. According to the existing knowledge of students, Ausubel's meaningful learning consists of three levels: representation learning, conceptual learning, propositional learning, and students' metacognitive monitoring. After the teacher asked the students to draw the thinking map, through the use of analytical tools to reasonably deconstruct the thinking map, combined with semi-structured interviews, the characteristics of chemical learning thinking of junior high school students were identified as being specific and pictographic thinking. Abstract logical thinking is not mature; The old cognitive structure is unstable, the new and old knowledge has not established a firm relationship, and the metacognitive monitoring ability is weak. According to the above characteristics, teachers adopt intervention strategies, such as teachers' individual counseling in interviews with students, to help them to integrate new knowledge into the original cognitive structure; Teachers make use of the classroom to sort out the knowledge, clarify the relationship, and help the students to establish a new "substantial" and "non-artificial" connection between the new knowledge and the existing cognitive structure; Urge students to reflect on their own mind map, correct or reconstruct thinking map to clarify the learning content. By analyzing the modified or reconstructed mind map and the score rate of the related exercises in the subject knowledge test, we can find that the intervention strategies mentioned above can help students to construct and perfect their cognitive structure and promote the development of abstract logical thinking. Better construction of thinking map, improve the effect of chemistry learning.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.8

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