概念图在高中生物教学中的应用

发布时间：2018-05-17 12:26

本文选题：概念图 + 生物教学　；参考：《扬州大学》2015年硕士论文

【摘要】：《普通高中生物课程标准(实验稿)》对现行生物教育方法进行总结,强调学生需要多样化发展。学会学习是联合国教科文组织的国际21世纪教育委员会提出的四大教育支柱之一。所以,所有的高中生势必要改变死记硬背、机械训练的学习状态。于是,现如今所有的高中生物教师也都被赋予了指导学生学会学习的任务。概念图有利于学生理解概念并理清概念之间的关系,促进学生智力和创造力的发展,提高学生的生物学科素养。如今,概念图策略被广泛应用到多门学科的教学中,并且取得了立竿见影的效果。随着对概念图策略的研究取得的突破,越来越多的教师在自觉或是不自觉地进行概念图教学。如何在高中生物教学中应用概念图策略进行教学,变为一个值得研究的课题。时至今日,生物概念图作为一种教学手段和评价手段在教学活动中的应用早已屡见不鲜。相对而言,我国对概念图的研究起步较晚。近年,国内教育界对概念图教学策略的研究呈上升趋势。但是如何制作更适合生物教师教学的概念图以及帮助学生概念掌握的概念图的研究还比较少。本篇文章主要以高中生物教材为基础,采用教学实践和问卷调查得出结论。首先做了前期问卷调查,分析了两个班级的学习情况,然后经过三个月的概念图教学,采用实验班和对照班对比政策,通过成绩反映教学的初步成果。之后再进行后测,对概念图教学的意义得出初步结论。正文共分为五部分。第一章阐述了概念图的由来、定义、概念图的特征,如何制作概念图以及对概念图的评价。第二章介绍了概念图的理论知识及研究现状。第三章讲述了概念图在高中生物教学中的应用策略。第四章展示了概念图在生物教学中的具体实践。最后一章介绍了得出的结论以及分析。通过测试成绩以及调查问卷的分析,得出结论：①概念图教学能够辅助教师进行教学设计;②能够促进学生进行有意义学习;③能够帮助学生高效做笔记,提高课堂效率；④进行小组合作,促进头脑风暴。
[Abstract]:General Senior High School Biology Curriculum Standard (Experimental draft) summarizes the current biological education methods and emphasizes the need for diverse development of students. Learning is one of the four pillars of education proposed by UNESCO's International Committee of Education for the 21st Century. Therefore, all high school students must change the learning state of rote learning and mechanical training. As a result, all senior high school biology teachers are now given the task of instructing students to learn. The concept map is helpful for students to understand and clarify the relationship between concepts, to promote the development of students' intelligence and creativity, and to improve students' biological literacy. Nowadays, concept-map strategy has been widely used in the teaching of many subjects, and has achieved immediate results. With the breakthrough in the research of concept map strategy, more and more teachers are teaching concept map consciously or unconsciously. How to use concept map strategy in biology teaching in senior high school becomes a topic worth studying. Nowadays, as a teaching method and evaluation method, biological concept map has been widely used in teaching activities. Comparatively speaking, the research on concept map in our country started relatively late. In recent years, the research on concept map teaching strategies in domestic educational circles is on the rise. However, there are few studies on how to make concept maps that are more suitable for biology teachers' teaching and how to help students master concepts. This article is based on senior high school biology teaching material, and draws a conclusion by teaching practice and questionnaire survey. First of all, a questionnaire survey was made to analyze the learning situation of the two classes, and then after three months of concept map teaching, the comparative policy between the experimental class and the control class was adopted to reflect the preliminary results of the teaching. After the post-test, the concept of the significance of map teaching to draw a preliminary conclusion. The text is divided into five parts. The first chapter describes the origin, definition, characteristics of concept map, how to make concept map and the evaluation of concept map. The second chapter introduces the theoretical knowledge and research status of concept map. The third chapter describes the application strategy of concept map in biology teaching in senior high school. The fourth chapter shows the concrete practice of concept map in biology teaching. The last chapter introduces the conclusion and analysis. Through the analysis of the test results and the questionnaire, it is concluded that the concept map teaching of 1 / 1 can assist the teacher in teaching design and can promote the students to study meaningfully and help students to take notes efficiently and improve the efficiency of the classroom. Working in groups to promote brainstorming.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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