运用语义网络促进学习者高阶思维能力发展的研究

发布时间：2018-04-02 08:45

本文选题：语义网络　切入点：概念地图　出处：《江西师范大学》2010年硕士论文

【摘要】：本研究在分析国内外语义网络与高阶思维能力发展研究现状的基础上,提出了运用语义网络促进学习者高阶思维能力发展的理论假设,建构了学习者运用语义网络促进高阶思维能力发展的学习模式,并通过实验研究的方式对理论假设和学习模式进行了论证,以期为学习者在学习过程中使用认知工具提供有益的理论与实践参考。全文共分六个部分。第一章绪论分析本研究的时代背景、学习者发展的需要,提出了本研究的问题,阐述本研究的研究意义、研究思路与方法。第二章研究综述围绕语义网络和高阶思维能力发展两个主题,对国内外的研究现状进行了文献分析。第三章理论基础从建构主义学习理论、认知工具观、分布式认知理论三个方面探讨本研究的理论基础。第四章理论假设探讨语义网络的定义、功能与特点,阐述高阶思维的内涵,从理论角度阐述语义网络与高阶思维能力发展之间的关联,提出运用语义网络促进学习者高阶思维能力发展的理论假设。第五章教学模式从学习者、教师、语义网络和问题/任务四个方面建构运用语义网络促进学习者高阶思维能力发展的教学模式。第六章实验研究在江西广播电视学校选取两个班为研究对象,对本研究提出的理论假设和教学模式进行实验验证。结论部分语义网络的建构学习,问题/任务是核心,学习者是设计者、自我管理者,主动运用语义网络,展开思维活动,创建知识表征。语义网络的构建学习能促进学习者高阶思维能力发展。
[Abstract]:On the basis of analyzing the present situation of the development of semantic network and higher-order thinking ability at home and abroad, this study puts forward the theoretical hypothesis of using semantic network to promote the development of higher-order thinking ability of learners. This paper constructs a learning model in which learners use the semantic network to promote the development of higher-order thinking ability, and demonstrates the theoretical hypothesis and learning model by means of experimental research. In order to provide useful theoretical and practical reference for learners to use cognitive tools in the process of learning. The full text is divided into six parts. The first chapter analyzes the background of this study and the needs of learners' development, and puts forward the problems of this study, expounds the research significance, research ideas and methods. In the second chapter, the current situation of the research at home and abroad is analyzed, focusing on the semantic network and the development of higher-order thinking ability. Chapter three discusses the theoretical basis of this study from three aspects: constructivism learning theory, cognitive tool view and distributed cognitive theory. The fourth chapter discusses the definition, function and characteristics of semantic network, expounds the connotation of higher-order thinking, and expounds the relationship between semantic network and the development of higher-order thinking ability from a theoretical point of view. The theoretical hypothesis of using semantic network to promote the development of learners' higher-order thinking ability is put forward. The fifth chapter constructs a teaching model of using semantic network to promote the development of learners' advanced thinking ability from four aspects: learner, teacher, semantic network and question / task. In chapter 6, two classes in Jiangxi Radio and Television School are selected to test the theoretical hypothesis and teaching model of this study. Conclusion part of the construction of semantic network learning, problem / task is the core, learners are designers, self-managers, active use of semantic network, thinking activities, The construction of semantic network can promote the development of learners' higher level thinking ability.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G434

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