初中历史教学中的思维导图教学法探析

发布时间：2018-03-15 09:32

本文选题：初中历史　切入点：思维导图　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：托尼·博赞发明的思维导图既是一种可以应用于工作、学习的思维工具,也是一种创新性的思维模式和思维习惯。思维导图在西方早已应用于教育教学领域,并被大多数人认可。思维导图传入中国比较晚,但是它的便捷性、高效性和创造性正逐渐被广大教育工作者所关注。本文在国内外对思维导图研究的基础上,对思维导图原理进行思考,并且结合建构主义理论和初中历史学科的特点,形成思维导图教学法的理论基础。在这理论基础上,把思维导图融入到初中历史课堂教学中。本文通过长期教学实践,展示了思维导图教学法的实践成果。从实践中总结基于思维导图的自主构建式的课堂教学模式是一种以学生自主学习为基础,通过学生间的合作学习和探究学习,最终达到学生乐于学习的教学法。对于初中历史课堂具有巨大价值,同时思维导图教学法有利于转变学生的思维方式和学习方式,有利于转变和形成教师的教学方式和教学风格。思维导图教学法将会在初中历史教学中发挥巨大作用。本文在研究过程中,查阅有关思维导图的研究著作、学术论文等资料,在理论基础上,通过实际的课堂教学积累经验进行总结,论证在初中历史教学中,思维导图的应用是可行有效的。本论文由五个部分组成：第一部分是引言,介绍了在新课改的背景下受到新的教育观念的冲击,对现在初中历史课堂现状进行反思,由此选择本课题进行研究。并在国内外研究的基础上,确定了研究目的、内容和意义。第二部分是对思维导图教学法的理论研究,把思维导图原理、建构主义理论和历史学科特点相结合,论述在初中历史学科引入思维导图的可能性。第三部分是思维导图教学法在初中历史教学中的应用,通过介绍思维导图的制方法、思维导图自主建构式课堂教学模式的实施方法和初中各个阶段对学生运用思维导图能力的培养,展示了初中历史教学中思维导图教学法的实施过程。第四部分是对教学实践价值的思考,阐述了思维导图教学法对于初中历史课堂、学生、教师的意义。第五部分是结语,总结了初中历史教学中思维导图教学法,并且提出了不足之处,希望在以后的继续研究实践中这些问题得以解决。
[Abstract]:The mind-map invented by Tony Bezan is not only a tool of thinking that can be applied to work and study, but also an innovative mode of thinking and a habit of thinking, which has long been used in the field of education and teaching in the West. But its convenience, efficiency and creativity are being paid more and more attention by many educators. This paper is based on the research of thinking mapping at home and abroad. Thinking about the principle of thinking map, and combining the theory of constructivism and the characteristics of history in junior high school, form the theoretical foundation of the teaching method of thinking map. This paper introduces the thinking map into the history classroom teaching of junior high school. This paper presents the practical results of the teaching method of thinking map. From the practice, it concludes that the model of self-constructing classroom teaching based on the map of thinking map is a kind of classroom teaching model based on students' autonomous learning, which is based on the cooperative learning and inquiry learning among students. It has great value to the history classroom of junior high school, and the teaching method of thinking map is helpful to change the way of thinking and learning of the students. The teaching method of thinking map will play an important role in the history teaching of junior high school. On the basis of theory, the author summarizes the experience accumulated in classroom teaching and proves that the application of thinking map is feasible and effective in junior middle school history teaching. This paper is composed of five parts: the first part is the introduction, This paper introduces the impact of the new educational concept on the background of the new curriculum reform, reflects on the present situation of the history classroom in junior high school, and selects this subject to study. On the basis of the research at home and abroad, the purpose of the research is determined. The second part is the theoretical research on the teaching method of thinking map, which combines the principle of thinking map, constructivism theory and the characteristics of history. This paper discusses the possibility of introducing the thinking map into the history course of junior high school. The third part is the application of the thinking map teaching method in the history teaching of junior high school. The implementation method of thinking map self-construction classroom teaching mode and the cultivation of students' ability to use thinking map in each stage of junior middle school. This paper shows the implementation process of thinking map teaching method in history teaching in junior high school. Part 4th is a reflection on the value of teaching practice, and expounds the significance of thinking mapping teaching method to junior middle school history classroom, students and teachers. Part 5th is the conclusion. This paper summarizes the teaching method of thinking map in history teaching in junior high school, and puts forward some shortcomings, hoping that these problems can be solved in the further research and practice.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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