思维导图在小学英语复习课中的应用研究

发布时间：2018-04-02 18:16

本文选题：小学英语　切入点：复习课　出处：《云南师范大学》2017年硕士论文

【摘要】：东尼.巴赞先生于20世纪60年代初首创了思维导图。思维导图是一种可视化的思维方式和学习方法,它以色彩丰富、直观形象、条理清晰的图式把各级主题的关系用相互隶属的层级图表现出来,将原本有一定关联却零散的知识进行有意义的建构,引导学生围绕中心词梳理、分类和归纳大容量信息,通过对知识的深层加工变瞬时记忆为长时记忆。查阅文献资料发现,目前国内外学者对思维导图的研究主要集中在本体、制作软件、教学、培训、管理、策划等方面,把思维导图应用到小学英语复习课的研究并不多。因此,对于改变小学英语复习课上学生机械训练、被动接受的学习现状,鼓励学生通过参与、体验、合作与创新等方式主动搜集、加工和存储信息等方面,本研究具有较强的理论意义和教学实践意义。本研究选取小学高年级学生作为研究对象,结合教学实际采用文献法、问卷调查法、访谈法、实验法、案例分析法等探索思维导图在小学英语复习课中的运用效果。研究结果发现:第一、在复习课上使用思维导图后,同学们表现更加积极,复习思路、笔记更加清晰、有条理,他们还会从不同角度分析和解决问题。第二、90%以上的同学认为思维导图对他们的英语复习有帮助,并表示愿意在以后的学习中继续使用思维导图;第三、学生特别喜欢头脑风暴游戏并且很享受合作绘图的过程;第四、与对照班相比,实验班的学业成绩有明显提高,平均分比实验前提高了2.52分,优秀率提高了8.51%,标准差由15.31降为10.97,这表明实验班的学习状态正朝着良性的方向发展;第五、相比枯燥乏味的大段文字信息,学生更容易接受多维度、色彩丰富、视觉刺激强烈的图文信息;第六、应用思维导图后,实验班写作过程中主题不明确、内容凌乱、拼写错误和语法错误较多、没有新意的现象得到改善。基于定性和定量的研究结果,本研究得出如下结论:第一、在小学英语复习课中引入思维导图能有效提高学生的学习兴趣和自主学习能力;第二、在小学英语复习课中引入思维导图能有效提高学生的创新思维能力和合作学习效率;第三、在小学英语复习课中引入思维导图能有效提高复习课的效率和学生的学业成绩。本研究的教学启示如下:第一、思维导图是教师上好英语复习课的新工具。在课前,思维导图是制订教学设计的工具。在课中,思维导图是支持学生发散性思维的认知工具。在课后,思维导图是学生进行英语拓展训练的好方法。第二、思维导图是学生上好英语复习课的新助手。利用思维导图可以帮助学生构建直观形象、主次分明、图文并茂的知识网络系统,培养学生的发散思维;第三、思维导图比较适用于词汇、句型、语音、语法和写作教学,以及单元复习等专题复习课型,也比较适用于归纳总结零散知识、概括梳理知识结构、区分容易混淆的知识点、记忆难度大的知识等课型;第四、在教学过程中老师要始终坚持“以学生为主体,教师为主导”的教育理念,充当好引导者、组织者、调控者的角色。
[Abstract]:Tony. Mr. Barzun at the beginning of 1960s the first mind map. The mind map is a visual way of thinking and learning, with rich colors, the visual clarity of the schema and the relationship between various topics shown by mutual membership level, the original will have some relevance but scattered knowledge meaningful construction, guide the students around the central word combing, classification and induction of large amounts of information, through the deep processing of the knowledge of the instantaneous memory for long term memory. Literature review found that the current research on the mind map of the domestic and foreign scholars mainly focus on the body, making software, teaching, training, management, etc. on the application of mind map to study English review classes of primary school is not much. Therefore, to change the primary school English class students mechanical training, passive learning to accept the status quo, to encourage students through Experience, participation, cooperation and innovation, active collection, processing and storage of information and so on, have a strong theoretical significance and practical meaning of the teaching of this study. This study selected the high grade primary school students as the research object, combining with the teaching practice by using the method of literature, questionnaire survey method, interview method, experimental method, using case analysis to explore the effect of method of mind map in primary school English review class. The results showed that: first, the use of the mind map in the course of the review, the students showed more positive review, ideas, notes more clear, organized, they will analyze and solve the problems from different angles. Second, more than 90% of the students think that the mind figure to help their English review, and expressed willingness to continue to use the mind map in the later study; third, students especially love brainstorming games and enjoy the process of drawing the cooperation; Four, compared with the control class, the experimental class scores increased significantly, the average increased by 2.52 than before the experiment, the excellent rate was increased by 8.51%, the standard deviation is reduced from 15.31 to 10.97, this shows that the experimental class is toward positive direction; fifth, compared to the large text information is boring the students are more likely to accept multi dimensions, rich colors, strong visual stimulus information; sixth, the application of mind map, the experimental class in the process of writing the theme of the content is not clear, messy, and spelling and grammar mistakes are not new, the phenomenon has been improved. The research results based on the qualitative and quantitative, the study concluded the following conclusions: first, the introduction of the mind map can effectively improve the students' interest in learning and learning ability in primary school English review class; second, the introduction of the mind map can effectively improve students in a primary school English review class The new thinking ability and cooperative learning efficiency; third, the introduction of the mind map can effectively improve the efficiency and students' Recitation grades in primary school English recitation. The pedagogical implications of this study are as follows: first, the mind map is a new tool for teachers on English recitation. Before class, the mind map is make the teaching design tools. During the course, the mind map is a cognitive tool to support students' divergent thinking. After class, the mind map is good for training of English develop students. Second, mind map is a new assistant student good English recitation. Using mind map can help students to construct visual the image is clear, with a network of knowledge, cultivate students' divergent thinking; third, mind map is suitable for the vocabulary, sentence, pronunciation, grammar and writing teaching, thematic and review unit review lessons and more Applicable to the summary of scattered knowledge, summarizes the knowledge structure, to distinguish between easily confused knowledge, memory difficult knowledge class; fourth, in the process of teaching teachers should always adhere to the "student-centered, teacher led" philosophy of education, a good guide, organizer, regulation of the role.

【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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