思维导图在高中化学业概念教学中的应用研究

发布时间：2018-07-01 09:06

本文选题：概念教学 + 思维导图　；参考：《山东师范大学》2015年硕士论文

【摘要】：概念教学一直是高中化学教学的重点，对其教学策略与方法的研究也从未停止过。传统概念教学往往出现忽视学生自身发展过程中知识的构建规律的情况。本文试图通过思维导图在教学中的应用，将建构主义的有效教学观与教学效益整合起来，从而改进概念教学的应用策略与具体的使用方法。研究分析认为，使用思维导图作为教学工具，，不仅有助于发现学生的前科学概念，促进学生科学概念意义的建构，而且有助于建立概念之间的逻辑联系。本研究基于思维导图的使用理念和绘制方法的特点，构建了将其应用于化学概念教学的一般模式，包括①申明主题，激发旧认识；②个人作图，显化旧认识；③根据旧认识，设计新教学；④精细加工，挖掘内涵；⑤修正补充，完善思维导图；⑥概念应用，解决问题；⑦概念联系，完善构建等七步。其中在笔记记录、问题解决和内语言形成这三个方面，思维导图可以进行不同的变式，以提高不同情境中的使用效果。为了检验思维导图在在实际化学概念教学中的优势，本研究选择物质的量概念群，进行了使用思维导图的教学实践研究，研究发现使用思维导图可以提高学生对概念间的联系的认识和对概念本质要素的理解程度，并能提高学生的成绩。本研究仅仅对思维导图应用于概念教学进行了初步的研究，在与不同教学思路与教育理念的结合上，还远未达到完善的程度。另外，思维导图的普遍应用，也需要概念界定等相关教学研究的同步深入，才能达到更好的效果。
[Abstract]:Concept teaching has always been the focus of chemistry teaching in senior high school, and the research on its teaching strategies and methods has never stopped. Traditional concept teaching often ignores the rules of knowledge construction in the process of students' own development. This paper attempts to integrate the effective teaching view of constructivism with the teaching benefit through the application of thinking map in teaching, so as to improve the applied strategy and concrete usage method of concept teaching. The research and analysis show that the use of thinking map as a teaching tool is not only helpful to discover the students' pre-scientific concepts and promote the construction of the meaning of the students' scientific concepts, but also helps to establish the logical relationship between the concepts. Based on the characteristics of thinking mapping and drawing method, a general model of applying it to chemistry concept teaching is constructed in this study, which includes: (1) stating the theme, motivating the old knowledge to make drawings, and showing that the old understanding is based on the old understanding. There are seven steps in designing a new teaching, such as fine processing, mining connotation, revising and supplementing, perfecting the application of the concept of thinking map, solving the problem and connecting the concepts, perfecting the construction, and so on. In the three aspects of note-taking, problem-solving and internal language formation, the mind map can carry out different variations in order to improve the effect of using in different situations. In order to test the superiority of thinking map in the teaching of practical chemistry concept, this study selects the quantity concept group of matter, and carries on the teaching practice research of using thinking map. It is found that the use of mind mapping can improve the students' understanding of the relationship between concepts and the understanding of the essential elements of concepts, and can improve the students' achievement. This study has only carried on the preliminary research to the thought map application in the concept teaching, in unifies with the different teaching thought and the education idea, has not reached the consummation degree. In addition, the general application of thinking mapping also needs the synchronization of related teaching research, such as concept definition, in order to achieve better results.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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