高中生物教学中思维导图对科学思维建构的有效性研究

发布时间：2018-04-27 03:01

本文选题：科学思维 + 思维导图　；参考：《贵州师范大学》2015年硕士论文

【摘要】：科学思维是人脑对事物本质属性的概括反应,是人们内化了的思维体系,培养学生的科学思维是非常重要的。思维导图是一种将思维可视化的组织性工具,目前已被运用到很多领域之中。究竟生物课堂中使用基于思维导图的教学方法,能否促进高中生科学思维的建构,对科学思维的建构有多大的促进效果?这些问题目前还是未知的,但在学生的科学思维的培养方面,又是非常重要的。通过对人教版高中生物教材的分析,笔者剖析了思维导图融入高中生物课堂的可行性,找出融入思维导图更有利于学生科学思维建构的内容。选取贵阳市第三实验中学两个平行班的学生为实验对象,进行一个学期的教学实践。实践过程中,实验班进行以思维导图为载体的科学思维教学,对照班进行常规教学。实践完成后,对两个班学生的科学思维水平进行测量。结果表明,基于思维导图的生物教学方法对学生科学思维的建构是有效的。科学思维能力上,实验班平均分为44.00分,高出对照班7.96分(P0.01)。在科学思维品质上,实验班学生思维的深刻性、灵活性分别比对照班高出3.74分、4.23分(P0.01)。在分项能力比较上,学生分析综合能力、抽象概括能力也得到显著提升。而逻辑推理能力的促进效果上则不明显。高中生物教学中应用思维导图对学生的科学思维建构是有效的,应该提倡教师应用这一教学手段。
[Abstract]:Scientific thinking is a general reaction of human brain to the essential attribute of things and is an internalized thinking system. It is very important to train students' scientific thinking. Mind mapping is an organization tool to visualize thinking, which has been used in many fields. Can the teaching method based on thinking map in biology classroom promote the construction of high school students' scientific thinking and how much effect does it have to promote the construction of scientific thinking? These problems are still unknown, but in the cultivation of students' scientific thinking, it is very important. Based on the analysis of the senior high school biology textbook, the author analyzes the feasibility of integrating the thinking map into the high school biology classroom, and finds out the content which is more beneficial to the students' scientific thinking construction. The students of two parallel classes in Guiyang No. 3 Experimental Middle School were chosen as experimental objects, and the teaching practice was carried out for one semester. In practice, the experimental class carries on the scientific thinking teaching with the thinking map as the carrier, and the control class carries on the routine teaching. After the completion of practice, the level of scientific thinking of the two classes was measured. The results show that the biological teaching method based on thinking map is effective for the construction of students' scientific thinking. In terms of scientific thinking ability, the average score of the experimental class was 44.00, which was higher than that of the control class (7.96 points, P 0.01). In terms of the quality of scientific thinking, the students' thinking depth and flexibility in the experimental class were 3.74 points and 4.23 points higher than those in the control class respectively (P 0.01). In the comparison of itemized ability, students' ability of comprehensive analysis and abstract generalization is also improved significantly. But the promotion effect of logical reasoning ability is not obvious. The application of thinking map in biology teaching in senior high school is effective for the construction of students' scientific thinking, and teachers should be encouraged to use this teaching method.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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