【摘要】：策略教學(xué)是探討學(xué)習(xí)策略訓(xùn)練的重點(diǎn)內(nèi)容。以中學(xué)生為對(duì)象,本研究探討了概念圖策略教學(xué)的有效性問題。研究一采用問卷調(diào)查法,對(duì)上海市兩所中學(xué)的中學(xué)生進(jìn)行施測(cè),以分析中學(xué)生的學(xué)習(xí)策略整體水平,不同年級(jí)以及不同性別學(xué)生的策略發(fā)展?fàn)顩r,以及學(xué)習(xí)策略運(yùn)用水平與學(xué)業(yè)成就間的關(guān)系。研究二采用4×2準(zhǔn)實(shí)驗(yàn)設(shè)計(jì),自變量為概念圖策略的教學(xué)處置(繪制概念圖組,閱讀概念圖組,腳手架式概念圖組,控制組)和先前知識(shí),因變量為科學(xué)科目的觀念性知識(shí)和推理知識(shí),結(jié)合自編的概念圖策略教學(xué)效果調(diào)查問卷,比較引入概念圖策略的三種方式的教學(xué)成效。研究發(fā)現(xiàn):1、中學(xué)生的學(xué)習(xí)策略運(yùn)用處于"一般水平"。2、中學(xué)生的學(xué)習(xí)策略運(yùn)用水平不會(huì)自發(fā)地隨課程學(xué)習(xí)而增長(zhǎng)。3、學(xué)習(xí)策略運(yùn)用水平影響科學(xué)科目的學(xué)業(yè)成績(jī),策略運(yùn)用水平高的學(xué)生,科學(xué)科目的學(xué)業(yè)成績(jī)較好。4、課堂教學(xué)情境下的概念圖策略能夠改善中學(xué)生科學(xué)科目的學(xué)業(yè)成績(jī)。5、與繪制概念圖和閱讀概念圖相比,腳手架式概念圖策略的教學(xué)成效佳。6、高先前知識(shí)和低先前知識(shí)的學(xué)生都能夠從概念圖策略教學(xué)中獲益,概念圖策略的教學(xué)處置與先前知識(shí)不存在交互作用。本研究嘗試在課堂教學(xué)情境下進(jìn)行概念圖策略教學(xué)實(shí)驗(yàn),可以為中學(xué)生的學(xué)科策略教學(xué)提供支持,同時(shí)也豐富了概念圖策略教學(xué)的研究,對(duì)策略教學(xué)方法論有一定支持作用。
[Abstract]:Strategy teaching is the key content of learning strategy training. Taking middle school students as the object, this study discusses the effectiveness of concept map strategy teaching. In order to analyze the overall level of learning strategies, the development of strategies in different grades and genders, and the relationship between the level of learning strategies and academic achievement, the questionnaire survey was conducted to analyze the overall level of learning strategies, the development of strategies in different grades and genders, and the relationship between the level of learning strategies and academic achievement. In the second study, 4 脳 2 quasi-experimental design was used, and the independent variables were the teaching disposal of concept map strategy (drawing concept map group, reading concept map group, scaffolding concept map group, control group) and previous knowledge. The dependent variables were conceptual knowledge and reasoning knowledge of science subjects. Combined with the self-designed questionnaire of concept map strategy teaching effect, the teaching effects of three methods of concept map strategy were compared. It is found that: 1, the use of learning strategies of middle school students is at the "general level". 2, the application level of learning strategies of middle school students will not increase spontaneously with the course learning. 3, the level of learning strategy application affects the academic performance of science subjects, and the students with high level of strategy use have better academic performance in science subjects. The concept map strategy in classroom teaching situation can improve the academic performance of middle school students in science subjects. 5. Compared with drawing concept map and reading concept map, scaffolding concept map strategy has better teaching effect. 6, students with high prior knowledge and low prior knowledge can benefit from concept map strategy teaching, and there is no interaction between concept map strategy teaching disposal and previous knowledge. This study attempts to carry out the concept map strategy teaching experiment in the classroom teaching situation, which can provide support for the subject strategy teaching of middle school students, at the same time, it also enriches the research of concept map strategy teaching, and plays a certain supporting role in the strategy teaching methodology.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G632.4

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