思维导图在高中生地理自主学习中的应用研究

发布时间：2018-01-11 16:38

本文关键词：思维导图在高中生地理自主学习中的应用研究　出处：《河南大学》2015年硕士论文　论文类型：学位论文

【摘要】：新课改实施以来,各级教育系统和教师都在响应新课改的号召,不断的探索合作、自主、探究的学习模式,但在目前的课堂教学中,高中地理教学评价依然是以考试成绩为主。在这种情况下,很多教师不敢贸然地做出尝试,仍然采用传统的“填鸭式”、“满堂灌”的教学模式,这样的教学模式很难引起学生的学习兴趣。教师长久地使用相同的教学方法,不免会对课堂失去兴趣,从而使课堂变得沉闷,教学效率低下。高中阶段是学生情感和思维发展的重要时期,也是培养学生自主学习能力的关键时期,这时期的培养对学生的终身发展有着重要的影响。因此,培养和发展学生的思维能力,提高学生的自主学习能力是中学地理教学的重要任务,也是当今教育界的重要课题。思维导图是英国著名学者东尼·博赞在20世纪60年代提出的,是一种以放射性思考模式为基础的可视化思维工具。其放射性结构是以主题为主干,由中央向四周分支放射。思维导图通过图片、图形、词语等的组合运用,将繁琐、庞杂的知识以形象、直观的方式进行二次整合,呈现概念之间的层次关系和思维顺序关系,实现概念表示的可视化。这种可视化可以使使用者从全局和整体的视角思考问题,从而能够提高使用者的思维灵活性和发散思维能力。地理学科综合性强,且知识繁多复杂,难以理解。因此将思维导图运用在地理学习中具有很大的优势。本文以脑科学理论、建构主义学习理论、元认知学习理论以及地理学基础等相关理论为理论基础,采用文献法、问卷调查法、访谈法等对思维导图用于培养学生地理自主学习能力进行研究。通过编制和发放高中生地理自主学习现状调查问卷,获取一手资料。经过对调查结果的分析,发现学生的自主学习能力不强,缺乏浓厚的地理学习兴趣和良好的学习策略,不作学习计划,自我评估和自我检测能力较低,自我调控学习过程的能力相对较好。论文基于思维导图有利于提高学生的学习兴趣、记笔记的效率、学习计划的制定以及知识结构的构建等,提出了思维导图在学生自主学习过程中的应用,分为课前预习及设计、课中学习、课后复习与检验以及在地理解题中的应用,并列举了案例来帮助读者理解思维导图的应用。同时根据对教师关于思维导图的了解及应用情况的访谈,最后提出了加强教师对思维导图的学习及应用、建立思维导图库方便学生学习、使用者不能盲目的使用思维导图,要注意它的适用性等应用建议。本文旨在丰富地理自主学习理论,帮助学生提高地理自主学习能力,为其终身发展做准备。通过研究发现,将思维导图应用在高中生地理自主学习中,提高学生的自主学习能力具有可行性。本文的创新之处是根据文献阅读和实际调查,将思维导图与学生的自主学习相结合,利用思维导图培养高中生的地理自主学习能力,并且提出了建立思维导图库,帮助学生自主学习。
[Abstract]:Since the implementation of the new curriculum reform, the education system at all levels and teachers in response to the call of new curriculum, the exploration of autonomous cooperation, continuous, inquiry learning mode, but in the current classroom teaching in senior high school geography teaching evaluation is still in test scores. In this case, many teachers dare to try still, the traditional "spoon feeding", "cramming" teaching mode, the teaching mode is difficult to arouse students' interest in learning. Teachers for a long time using the same teaching methods, it will lose interest in the classroom, so as to make the classroom become dull, teaching efficiency is low. The high school stage is an important period for students' emotion and thinking the development is key period to cultivate students' autonomous learning ability, plays an important role in this training period of the lifelong development of students. Therefore, the training and development of students' thinking ability, improve Students' autonomous learning ability is an important task of geography teaching in middle school, and is also an important topic in educational circles. The mind map is the famous British scholar Tony Buzan in 1960s, is a radioactive thinking pattern based visual thinking tool. The radiation structure is the theme as the backbone, branching from the centre to the periphery the mind map. Through the pictures, graphics, etc. the combination of words, the cumbersome, complex knowledge in image, intuitive way for the two time integration, presents the concept hierarchical relationship between thinking and order relations, realized that the concept of visualization. This allows users from the global and holistic perspective on the problem in order to improve the user's flexibility of thinking and divergent thinking ability. Geography comprehensive knowledge, and the complex, difficult to understand. So the thinking map. With great advantages in geography learning. Based on brain science theory, constructivist learning theory, cognitive learning theory and geography basic theory as the theoretical basis, using literature method, questionnaire survey method, interviews and so on, the mind map for training of students' self learning ability through the preparation and issuance of geography. High school geography self-regulated learning situation questionnaire to obtain first-hand information. Through the analysis of survey results, found that the students' autonomous learning ability is not strong, the lack of a strong interest in learning geography and good learning strategies, make learning plans, self evaluation and self detection ability is low, the ability of self-regulated learning process relative good. The mind map can increase students' interest in learning based on notes learning efficiency, planning and construction of the knowledge structure, put forward thinking Map application of self-regulated learning in the process of students, divided into class and design, in the course of learning, after-school review and examination and application in geography in problem solving, and cited the case of application to help the reader understand the mind map. At the same time based on the understanding and application of teachers on the mind map of the interview finally, put forward to strengthen teachers' learning and application of the mind map, establish the mind library to facilitate student learning, the user can not blindly use thinkmap, should pay attention to the applicability of the proposed application of it. This paper aims to enrich the geography theory of autonomous learning, help students improve geographical autonomous learning ability, to prepare for the lifelong development through the study found that the application of mind mapping in high school geography self-regulated learning, improve students' autonomous learning ability is feasible. The innovation of this paper is on the basis of literature reading and Practice The survey combines mind map with students' autonomous learning, and uses mind map to cultivate senior high school students' ability of autonomous learning. It also puts forward the establishment of mind map library to help students learn independently.

【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

【相似文献】