高中生物教学中概念图的应用研究

发布时间：2018-02-16 06:56

本文关键词： 概念图生物教学成绩应用研究　出处：《河南大学》2016年硕士论文　论文类型：学位论文

【摘要】：新课标要求学生能够得到生物学基本事实、概念、原理和规律方面的基础知识。生物学科基本概念和基础知识比较多,并且知识点琐碎,学生在整体知识把握和记忆方面有很大难度,前后学习的概念很容易混淆,学习生物的主要方法是死记硬背和题海战术。这在很大程度上加大了学生学习生物的难度,学生对生物的学习兴趣大打折扣。新课标要求培养学生主动学习能力,在实践中学会解决问题的方法,这就促使我们在教学中要进行改革,因此,摸索一种新的教学方法是一线教师亟待解决的问题。概念图(Concept Map)就是以图的形式来呈现概念与概念之间的联系,它是一种能够简洁直观地描绘出复杂整体中不同组成部分的特征及其相互之间联系的图解。在教学中应用概念图,能够将前后相联系的知识清晰明了地展现出来,形成一张知识网络,有助于学生对知识的整体把握和区分不同概念之间的关系。在对概念图相关知识进行梳理的基础上,为进一步探索概念图策略在针对本校学生的教学中的应用效果,笔者进行了实验探索。该实验针对本校两个层次学生进行,选取宏奥组中1班和5班,平行组中2班和6班,拟定1班和2班为实验班,5班和6班为对照班,进行为期一个学期的实验。在实验班教学过程中引入概念图策略,学生找出本课相关概念以及概念之间的关系,课堂上引导学生以小组合作形式构图。在对照班按照常规方式教学。通过问卷调查的方式统计学生的生物学习情况以及概念图应用效果,通过实验班和对照班学生前后成绩的对比,探究概念图策略应用于教学是否能够显著提高学生成绩。研究结果表明:在课堂教学中,应用概念图策略可以提高学生对生物的学习兴趣,宏奥组和平行组学生的学习兴趣均有提高,其中宏奥组提高更显著;应用概念图策略进行学习可以帮助学生深入思考,使知识更系统化、清晰化。在宏奥组该效果更显著;应用概念图策略可以显著提高宏奥组学生的学习成绩,时间越长,提高成绩的效果越明显。在针对平行组学生的教学过程中应用概念图策略不能明显提高其学习成绩。
[Abstract]:The new curriculum requires students to acquire basic knowledge of the basic facts, concepts, principles and laws of biology. Students have great difficulty in mastering and memorizing their overall knowledge, and the concept of learning before and after learning is easy to confuse. The main methods of learning biology are rote memorization and inscription tactics. This greatly increases the difficulty for students to learn biology. Students' interest in biology is greatly reduced. The new curriculum standard requires that students develop their active learning ability and learn how to solve problems in practice, which urges us to reform in teaching. Exploring a new teaching method is an urgent problem for first-line teachers. Concept Mapis is to present the relationship between concepts and concepts in the form of maps. It is a kind of diagram which can describe the characteristics of different parts of a complex whole and their interconnections in a concise and intuitive way. In teaching, the concept map can clearly and clearly display the knowledge related to each other. Forming a knowledge network is helpful for students to grasp the whole knowledge and distinguish the relationship between different concepts. In order to further explore the application effect of concept map strategy in the teaching of students in our school, the author has carried out an experimental exploration. The experiment is aimed at two levels of students in our school. The first and fifth classes in the Hongao group and the second and sixth classes in the parallel group are selected. Class 1 and class 2 were chosen as experimental class 5 and 6 as control classes, and the experiment was conducted for one semester. The strategy of concept map was introduced into the teaching process of experimental class, and the students found out the related concepts and the relationship between them. In class, the students are guided to compose pictures in groups. In the control class, the students are taught in the normal way. The students' biological learning and the application effect of the concept map are counted by questionnaire survey. By comparing the results of the experimental class and the control class before and after, the paper explores whether the application of concept map strategy to teaching can significantly improve the students' performance. The application of concept map strategy can improve the students' interest in biology, and the interest of both the Hongao group and the parallel group can be improved, and the study of the concept map strategy can help the students to think deeply. Make the knowledge more systematic and clear. In the Hongao group, this effect is more remarkable; the application of the concept map strategy can significantly improve the results of the students of the group, the longer the time, The application of concept map strategy in the teaching process of parallel group students can not obviously improve their academic achievement.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91

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