概念图策略在初中生物重要概念的教学中有效性的研究
发布时间：2018-09-10 19:06
【摘要】：2012年出版的《义务教育生物学课程标准(2011年版)》与《义务教育生物课程标准(实验稿)》相比最大的变化是在十个一级主题下增加了50个重要概念,这对生物教师提出了新的教学要求。在新课标的背景下,生物教师应该要努力探寻新的教学方法来促进学生对重要概念的理解,提高教学的有效性。概念图策略是一个比较新颖的教学手段,已有一些一线教师对如何使用概念图策略教学,进行了积极的研究,但很少研究其有效性。本文主要以苏教版初中生物中“细胞是生命活动的基本单位”一章为载体,以两个初一的平行班为教学对象,利用教育实验的方法,对概念图策略在初中生物重要概念的教学中的有效性进行研究。本研究实验班运用概念图策略进行教学,学生以制作概念图为学习策略,对照班以讲授法为主,比较分析实验班和对照班实验后的成绩数据及试卷。结果初步显示,使用概念图策略能提高学生的生物成绩。分析试卷中考察重要概念的题目发现,实验班相较于对照班,对于重要概念的掌握程度更高。另外,.通过实验班学生绘制的概念图,有助于老师了解学生构建重要概念的过程及时发现学生错误概念并进行纠正,提高课堂效率,并且引导学生根据自己绘制的概念图,总结说出相关的重要概念。研究表明概念图策略对重要概念的教学确实是有效的。
[Abstract]:The biggest change in the Biology Curriculum Standard for compulsory Education (2011 edition), published in 2012, compared with the Biology Curriculum Standard for compulsory Education (Experimental draft), was the addition of 50 important concepts under 10 tier 1 themes. This puts forward new teaching requirements for biology teachers. Under the background of the new curriculum standard, biology teachers should try their best to explore new teaching methods to promote students' understanding of important concepts and improve the effectiveness of teaching. Concept map strategy is a novel teaching method. Some first-line teachers have carried out active research on how to use concept map strategy teaching, but little on its effectiveness. This article mainly takes the chapter "Cell is the basic unit of life activity" in the junior middle school biology of Su Jiao edition as the carrier, takes the parallel class of two junior high school students as the teaching object, uses the method of educational experiment. This paper studies the effectiveness of concept map strategy in the teaching of important biological concepts in junior high school. In this study, the experimental class used the concept map strategy to teach, the students made the concept map as the learning strategy, and the control class mainly used the teaching method to compare and analyze the result data and the test paper after the experiment between the experimental class and the control class. The results showed that the concept map strategy could improve the students' biological scores. After analyzing the important concepts in the test paper, it is found that the experimental class has better grasp of the important concepts than the control class. In addition. Through the concept map drawn by the students in the experimental class, it is helpful for the teacher to understand the process of students constructing important concepts and find out the students' wrong concepts and correct them in time, improve the classroom efficiency, and guide the students to draw the concept maps according to their own. Summarize and say important related concepts. The research shows that the concept map strategy is effective in the teaching of important concepts.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91
本文编号：2235345
[Abstract]:The biggest change in the Biology Curriculum Standard for compulsory Education (2011 edition), published in 2012, compared with the Biology Curriculum Standard for compulsory Education (Experimental draft), was the addition of 50 important concepts under 10 tier 1 themes. This puts forward new teaching requirements for biology teachers. Under the background of the new curriculum standard, biology teachers should try their best to explore new teaching methods to promote students' understanding of important concepts and improve the effectiveness of teaching. Concept map strategy is a novel teaching method. Some first-line teachers have carried out active research on how to use concept map strategy teaching, but little on its effectiveness. This article mainly takes the chapter "Cell is the basic unit of life activity" in the junior middle school biology of Su Jiao edition as the carrier, takes the parallel class of two junior high school students as the teaching object, uses the method of educational experiment. This paper studies the effectiveness of concept map strategy in the teaching of important biological concepts in junior high school. In this study, the experimental class used the concept map strategy to teach, the students made the concept map as the learning strategy, and the control class mainly used the teaching method to compare and analyze the result data and the test paper after the experiment between the experimental class and the control class. The results showed that the concept map strategy could improve the students' biological scores. After analyzing the important concepts in the test paper, it is found that the experimental class has better grasp of the important concepts than the control class. In addition. Through the concept map drawn by the students in the experimental class, it is helpful for the teacher to understand the process of students constructing important concepts and find out the students' wrong concepts and correct them in time, improve the classroom efficiency, and guide the students to draw the concept maps according to their own. Summarize and say important related concepts. The research shows that the concept map strategy is effective in the teaching of important concepts.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91
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