图形组织者对信息技术课学习效果的影响研究

发布时间：2018-05-03 02:00

本文选题：图形组织者 + 空间能力　；参考：《南京师范大学》2017年硕士论文

【摘要】：互联网的发展导致了社会各个领域都呈现信息化的趋势,图形组织者作为教育信息化发展的产物,在教学领域中正在得到越来越多的关注,教师在不同的场景之下使用图形组织者进行教学,以此提高学生的学习成绩,完成自己的教学目标。然而历年的研究者对于图形组织者的使用方法以及使之行之有效的因素都有很多假设和争议,本研究将实际教学作为实验环境,以概念地图和流程图作为图形组织者的表现形式,以图形组织者出现的顺序、学生的空间能力、内在动机、前知识水平作为变量,来探索图形组织者在教学中的最佳使用方法。本研究拟解决的内容分为两个方面,一是图形组织者本身在教学中的最佳教学顺序是前置于教学内容作为“组织者”,还是后置于教学内容作为“总结者”。二是图形组织者的所带来的学习效果除了教学层面的因素外,不同学生之间是否存在影响因素。除此之外,本研究还将知识分为陈述性知识和程序性知识,试图得出图形组织者更适合用于教学的知识类型。经过对南京师范大学附属中学新城初中7年级的信息技术课堂做了为期一学期的实验研究,得出的结论如下:1.图形组织者在教学陈述性知识的过程中,作为后置的“总结者”学习效果要优于前置的“组织者”。2.空间能力高、前知识水平高的学生能够在图形组织者中获得更好的学习效果。3.图形组织者能够提高学生的内在动机,但是内在动机与学生的学习效果无关。4.图形组织者更适合教学陈述性知识。
[Abstract]:The development of the Internet has led to the trend of informatization in all fields of society. As the product of educational informatization, graphic organizers are getting more and more attention in the field of teaching. Teachers use graphic organizers to teach in different scenes, so as to improve students' learning performance and achieve their teaching goals. However, researchers over the years have a lot of assumptions and controversies about the use of graphic organizers and the factors that make them effective. This study takes the actual teaching as the experimental environment. Taking concept map and flow chart as the expression form of graphic organizer, taking the sequence of appearance of graphic organizer, students' spatial ability, intrinsic motivation and pre-knowledge level as variables, this paper explores the best use method of graphic organizer in teaching. The content to be solved in this study is divided into two aspects. One is that the best teaching order of graphic organizer in teaching is that the former is placed before the teaching content as the "organizer" or the latter as the "summarizer". The other is whether there are influence factors among different students besides the factors of teaching. In addition, this study divides knowledge into declarative knowledge and procedural knowledge, and tries to find out the type of knowledge that graphic organizer is more suitable for teaching. After a one-semester experiment on the information technology classroom in the 7th grade of Xincheng Junior Middle School affiliated to Nanjing normal University, the conclusions are as follows: 1: 1. In the process of teaching declarative knowledge, graphic organizer is better than the former "organizer" in learning effect. Students with high spatial ability and high level of pre-knowledge can get better learning effect among graphic organizers. The graphic organizer can improve the students' intrinsic motivation, but the intrinsic motivation has nothing to do with the students' learning effect. Graphic organizer is more suitable for teaching declarative knowledge.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.67

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