高中生構建物理概念圖的調(diào)查研究
發(fā)布時間：2019-06-05 14:42
【摘要】：學生學習物理學科主要以培養(yǎng)和提高科學素養(yǎng)為宗旨,而在此過程中,只有讓他們成為知識的建構者才能真正提高其科學素養(yǎng)。概念圖作為知識組織的一種手段,能很好地將學生的認知結構外顯化。因此,本文將采用讓高中生構建概念圖的形式來評估其認知結構,研究他們知識結構形成的過程。本論文將綜合運用文獻研究法、問卷調(diào)查法、統(tǒng)計分析法、個案法。首先在查閱和搜集國內(nèi)外文獻的基礎上,通讀相關的著作以及文獻,為本論文的展開提供相應的理論支持和方法論指導。接著進行問卷調(diào)查,了解學生對概念圖的使用以及是否能接受概念圖等。前期在對學生進行概念圖制圖培訓后,要求他們在每節(jié)新課后構建概念圖來評價自己對新課內(nèi)容的掌握情況。當學完人教版高中物理必修一第一、二章后,讓學生以“機械運動”為主題構建概念圖,統(tǒng)計學生概念圖的節(jié)點數(shù)、連接線數(shù)和有效連接語數(shù),并對收集的數(shù)據(jù)運用相關軟件進行統(tǒng)計分析。挑選三名層次水平不同的學生作為個案在復習后構建“機械運動”的概念圖,對比分析他們復習前后概念圖,得出相關結論。最后給出相應的教學建議。研究結論:通過統(tǒng)計學生所繪概念圖的節(jié)點數(shù)、連接線數(shù)、有效連接語數(shù)來比較學生的構圖差異,結果顯示傳統(tǒng)的物理成績在一定程度上能夠反映學生認知結構水平。男女生在構圖任務上的表現(xiàn)接近一致,學業(yè)水平高的學生連線更多,所儲備的節(jié)點數(shù)目要更加豐富,節(jié)點與節(jié)點間連接的準確性也要表現(xiàn)更好些,而學業(yè)水平低的學生連接語簡單,整幅構圖中節(jié)點數(shù)目少,很多學生不寫連接語。由對三名個案的分析發(fā)現(xiàn)復習后學生的概念圖均有不同程度的完善,對于學業(yè)水平較低的學生來說,繪制的概念圖的質(zhì)量不高,雖然節(jié)點數(shù)、連接線數(shù)等也有所增加,但對知識的理解依舊局限在表面層次,無法聯(lián)想概念間的聯(lián)系,說明學生并沒有對知識深入理解;中等水平的學生在復習后概念圖的完善較為顯著,除了節(jié)點數(shù)、連接線數(shù)和有效連接語數(shù)有很大程度增加外,所繪制概念圖的完整度、準確度以及知識的復雜度也有明顯改進;學業(yè)水平高的學生本身概念圖較為完善,后期改動較小。因此,高中生概念圖的形成存在差異性和階段性,概念圖可作為一個高度敏感的工具用于評估學生物理知識結構方面的變化。
[Abstract]:Students study physics mainly for the purpose of cultivating and improving scientific literacy, and in this process, only by making them the constructors of knowledge can they really improve their scientific literacy. As a means of knowledge organization, concept map can externalize students' cognitive structure. Therefore, this paper will use the form of concept map for senior high school students to evaluate their cognitive structure and study the process of their knowledge structure formation. This paper will use literature research method, questionnaire survey method, statistical analysis method, case method. First of all, on the basis of consulting and collecting domestic and foreign literature, read through the relevant works and literature, and provide the corresponding theoretical support and methodological guidance for the development of this paper. Then carry on the questionnaire survey, understand the student to the concept map use and whether can accept the concept map and so on. In the early stage, after the concept map drawing training for the students, they were asked to construct the concept map after each new class to evaluate their mastery of the content of the new course. After completing the first and second chapters of physics compulsory in senior high school, the students were asked to construct the concept map with the theme of "mechanical movement", and the number of nodes, connection lines and effective connection words in the concept map were counted. The collected data are statistically analyzed by using the relevant software. Three students with different levels were selected as individual cases to construct the concept map of "mechanical movement" after reviewing, and the concept maps before and after review were compared and analyzed, and the relevant conclusions were drawn. Finally, the corresponding teaching suggestions are given. The results show that the traditional physics scores can reflect the students' cognitive structure level to a certain extent by comparing the composition differences of the students by counting the number of nodes, the number of connection lines and the number of effective connected words in the concept map drawn by the students. The performance of male and female students in composition tasks is close to the same, the students with high academic level connect more, the number of nodes stored should be richer, and the accuracy of the connections between nodes should be better. However, the connection language of the students with low academic level is simple, the number of nodes in the whole composition is small, and many students do not write the connection language. From the analysis of three cases, it is found that the concept maps of the students have been improved to varying degrees after the review. For the students with low academic level, the quality of the concept maps is not high, although the number of nodes and the number of connection lines have also increased. However, the understanding of knowledge is still limited to the superficial level, which can not associate the relationship between concepts, which indicates that students do not have a deep understanding of knowledge. After reviewing, the improvement of the concept map of the middle level students is more remarkable. In addition to the number of nodes, the number of connection lines and the number of effective connection words, the integrity, accuracy and knowledge complexity of the drawn concept map are also obviously improved. The concept map of the students with high academic level is more perfect, and the change is small in the later stage. Therefore, there are differences and stages in the formation of concept maps of senior high school students, and concept maps can be used as a highly sensitive tool to evaluate the changes of students' physics knowledge structure.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.7
[Abstract]:Students study physics mainly for the purpose of cultivating and improving scientific literacy, and in this process, only by making them the constructors of knowledge can they really improve their scientific literacy. As a means of knowledge organization, concept map can externalize students' cognitive structure. Therefore, this paper will use the form of concept map for senior high school students to evaluate their cognitive structure and study the process of their knowledge structure formation. This paper will use literature research method, questionnaire survey method, statistical analysis method, case method. First of all, on the basis of consulting and collecting domestic and foreign literature, read through the relevant works and literature, and provide the corresponding theoretical support and methodological guidance for the development of this paper. Then carry on the questionnaire survey, understand the student to the concept map use and whether can accept the concept map and so on. In the early stage, after the concept map drawing training for the students, they were asked to construct the concept map after each new class to evaluate their mastery of the content of the new course. After completing the first and second chapters of physics compulsory in senior high school, the students were asked to construct the concept map with the theme of "mechanical movement", and the number of nodes, connection lines and effective connection words in the concept map were counted. The collected data are statistically analyzed by using the relevant software. Three students with different levels were selected as individual cases to construct the concept map of "mechanical movement" after reviewing, and the concept maps before and after review were compared and analyzed, and the relevant conclusions were drawn. Finally, the corresponding teaching suggestions are given. The results show that the traditional physics scores can reflect the students' cognitive structure level to a certain extent by comparing the composition differences of the students by counting the number of nodes, the number of connection lines and the number of effective connected words in the concept map drawn by the students. The performance of male and female students in composition tasks is close to the same, the students with high academic level connect more, the number of nodes stored should be richer, and the accuracy of the connections between nodes should be better. However, the connection language of the students with low academic level is simple, the number of nodes in the whole composition is small, and many students do not write the connection language. From the analysis of three cases, it is found that the concept maps of the students have been improved to varying degrees after the review. For the students with low academic level, the quality of the concept maps is not high, although the number of nodes and the number of connection lines have also increased. However, the understanding of knowledge is still limited to the superficial level, which can not associate the relationship between concepts, which indicates that students do not have a deep understanding of knowledge. After reviewing, the improvement of the concept map of the middle level students is more remarkable. In addition to the number of nodes, the number of connection lines and the number of effective connection words, the integrity, accuracy and knowledge complexity of the drawn concept map are also obviously improved. The concept map of the students with high academic level is more perfect, and the change is small in the later stage. Therefore, there are differences and stages in the formation of concept maps of senior high school students, and concept maps can be used as a highly sensitive tool to evaluate the changes of students' physics knowledge structure.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.7
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