思维导图在小学四年级习作教学中的应用研究

发布时间：2018-03-09 06:00

本文选题：思维导图　切入点：四年级　出处：《河北科技师范学院》2017年硕士论文　论文类型：学位论文

【摘要】：思维导图是英国著名的心理学家东尼·博赞(Tong Buzan)在19世纪60年代发明的一种思维工具,它自发明以后就被人们当做“终极思维工具”。由于创作思维导图需要“全脑”协同思维,这与大脑思维过程中神经元在大脑中爆炸性地寻求新的连接相一致,所以被广泛的运用在教育、经营、管理等领域。思维导图能帮助大脑通过联想更好地进行理解和想象,因此许多教育学者探索将思维导图与各学科的教学进行结合,以激发学生学习兴趣和提高教学质量,例如其与习作教学的结合。但是目前的小学习作教学中仍然存在很多问题,而且四年级是小学生思维能力转变的关键时期,所以笔者尝试将思维导图应用于四年级的习作教学中,以期培养学生良好的思维品质、提高习作质量。论文首先采用文献分析法介绍思维导图的定义、绘制方法、思维导图能够应用于习作教学的理论依据。其次,通过对四年级师生的问卷调查,分析在习作教学中教师的教以及学生的学中出现的问题,通过调查发现是由于大多数教师固守传统的教学模式,对学生主体地位及思维能力的训练关注不够;而学生在习作中表达能力弱,观察方法不当。根据出现的问题探究出其具体的原因,即教师的教学对象、教学内容、教学方法有待完善;学生在习作中的逻辑思维、形象思维、创造性思维有待提高。再次,选取苏教版四年级的习作教材为例,对其内容及目标进行梳理,据此建构出习作教学模式。在学生绘制之前,教师可先用软件进行绘制,对学生起到引导示范的作用。尝试以此来培养学生习作所需的逻辑思维、形象思维、创造性思维。最后,阐释了思维导图在习作教学中对教师、学生及课堂的意义,通过对照班和实验班的习作测试,得出思维导图在习作教学中能够提高学生习作水平的结论。通过思维导图在四年级习作教学中的实用性探究,笔者认为思维导图辅助于四年级习作教学是能够改善学生习作现状的。
[Abstract]:In 1860s, the famous British psychologist Tony Bozan Tong Buzan invented a thinking tool, which has been regarded as the "ultimate thinking tool" since its invention, because the creation of mind maps requires "whole brain" collaborative thinking. This is consistent with the explosive search for new connections in the brain by neurons in the brain's thinking process, so they are widely used in education, business, management, and so on. Mind maps help the brain to better understand and imagine through association. Therefore, many educational scholars explore the combination of thinking mapping and teaching in various subjects in order to stimulate students' interest in learning and improve the quality of teaching, such as the combination of them with the teaching of exercises. However, there are still many problems in the teaching of primary school exercises. The fourth grade is the key period of the transformation of the pupils' thinking ability, so the author tries to apply the thinking map to the teaching of the fourth grade exercises in order to cultivate the students' good thinking quality. To improve the quality of the exercises. Firstly, the paper introduces the definition, drawing method and theoretical basis of thinking map by literature analysis. Secondly, through the questionnaire survey of the fourth grade teachers and students, the paper introduces the theoretical basis for the application of the thinking map to the teaching of the exercises. Through the investigation, it is found that most teachers adhere to the traditional teaching mode and pay less attention to the training of students' main position and thinking ability. The students have weak expression ability and improper observation methods in their exercises. According to the existing problems, the specific reasons are found out, that is, the teacher's teaching object, teaching content and teaching method need to be improved, and the students' logical thinking and image thinking in the exercises, The creative thinking needs to be improved. Thirdly, the teaching material of the fourth grade in Su education edition is selected as an example to sort out its contents and objectives, so as to construct the teaching mode of the exercises. Before the students draw, the teacher can draw it with software. Try to cultivate students' logical thinking, image thinking and creative thinking. Finally, it explains the significance of thinking map to teachers, students and classroom in the exercise teaching. Through the exercises test of the control class and the experimental class, the conclusion is drawn that the thinking map can improve the students' exercise level in the exercise teaching, and the practicability of the thinking map in the teaching of the fourth grade exercises is explored. The author thinks that the help of thinking map in the teaching of fourth grade exercises can improve the present situation of students' exercises.
【学位授予单位】：河北科技师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.24

【参考文献】