运用思维导图提高初中生地理学科能力的探索

发布时间：2018-04-21 17:13

本文选题：思维导图 + 地理学科能力　；参考：《华中师范大学》2017年硕士论文

【摘要】：思维导图能够帮助学生更好地对一个地区的地理位置进行比较观察和分析评价,从而激发学生进行猜测和想象的动力,更好地对一个特定区域的区域特征进行综合的分析。引导学生在绘制过程中鼓励尽量多地用图的特点则可以提高学生对“地图、模式图”的重视程度,绘制过程中用中心词突出主题的形式则有利于学生“抓住主题,突出重点”。思维导图利于进行思维发散、促进思维可视化、发现事件的内部联系和对问题进行全局和局部的把握等方面的优点,使得思维导图在提高初中地理学科能力上存在较大的优势。本文采用文献研究法、经验总结法、观察法、实验研究法和问卷调查法等研究方法,开展运用思维导图来提高初中生地理学科能力的实证研究。主要有以下几个研究内容:第一,思维导图的理论基础和内涵;第二,思维导图的教学应用价值;第三,思维导图对提高地理学科能力的价值;第四,运用思维导图提高地理学科能力的实证研究;第五,总结运用思维导图来提高初中生的地理学科能力的教学策略。本文通过长期的教学实践和总结反思,归纳出以下五种运用思维导图提高地理学科能力的教学策略:制定初中地理思维导图的绘制指导方案;根据学科能力的培养要求开发思维导图教学活动;与地理教学方法相结合灵活组织教学与地理教学方法相结合灵活组织教学的策略;营造有利于激发学生思维活动的教学氛围;鼓励性评价为主的策略。最后,本文通过对学生的基于思维导图的初中地理教学的态度和学习心得的分析,以及学生地理学科能力的前测和后测的对比分析,验证出运用思维导图提高初中地理学科能力的教学策略确实对初中生的地理学科能力有很好的提高效果。
[Abstract]:Thinking mapping can help students to compare, observe and evaluate the geographical location of a region better, so as to stimulate the students to guess and imagine the motive force, and to analyze the regional characteristics of a specific area more synthetically. Guiding students to use as many features as possible in drawing can increase the degree of students' attaching importance to "map and pattern map", and the form of using the central word to highlight the theme in the process of drawing is helpful for students to "grasp the theme and highlight the key points". Thinking mapping is beneficial to the divergence of thinking, the visualization of thinking, the discovery of the internal connection of events and the overall and local grasp of the problem, etc., which makes the thinking map have a great advantage in improving the ability of geography in junior high school. This paper adopts the methods of literature research, experience summarization, observation, experimental research and questionnaire investigation to carry out empirical research on how to improve junior high school students' ability of geography by using thinking map. The main research contents are as follows: first, the theoretical basis and connotation of the thinking map; second, the teaching application value of the thinking map; third, the value of the thinking map to improve the geography subject ability; fourth, An empirical study on how to improve the ability of geography subject by using thinking map. Fifth, the teaching strategies of using thinking map to improve the ability of geography subject of junior high school students are summarized. Through the long-term teaching practice and summary and reflection, this paper concludes the following five teaching strategies to improve the ability of geography subject by using the thinking map: to formulate the plan of drawing the map of the geography thinking map in junior high school; According to the training of subject ability, we should develop the teaching activity of thinking map, combine with geography teaching method, organize teaching flexibly and organize teaching flexibly with geography teaching method, create the teaching atmosphere that is beneficial to stimulate students' thinking activity. The strategy of encouraging evaluation. Finally, through the analysis of students' attitude and learning experience in junior high school geography teaching based on thinking map, as well as the comparative analysis of pre-test and post-test of students' geography ability. It is verified that the teaching strategy of using thinking map to improve the junior high school students' geography ability has a good effect on improving the junior high school students' geography subject ability.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.55

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