基于概念图策略的初中生物自主学习实践研究
发布时间：2018-10-15 11:58
【摘要】：“关注重要概念的学习”在2011年版的《义务教育生物学课程标准》中作为教学建议被强调。针对概念学习,美国学者Novak于20世纪60年代提出了概念图。根据新一轮基础教育课程改革的要求,亟需改变学生的学习方式,由传统被动的接受学习转为主动探究的自主学习。如今的教育现状中确实存在不重视引导学生自主学习的问题。而概念图的构建内容可由学生自由选择,构建过程是学生自我监控,构建作品供学生自我总结、自我反思、自我评价,这些正是自主学习蕴含的本质所在。因此,针对教育现状存在的对自主学习缺乏足够重视与行动的问题,结合生物学课程标准和基础教育课程改革的要求,笔者将基于概念图策略的初中生物自主学习实践研究作为论文选题。力图通过教学实践来探讨究竟如何利用概念图来引导学生自主学习。在理论方面,通过文献研究寻找相关支撑。包括有关概念图的定义、构成和特征、类型、构建、评价等；有关自主学习的本质特征和起源发展等；以及概念图与自主学习的契合点。在实践方面,利用问卷调查的方法了解到学生自主学习的现状是普遍低下。针对此问题,用实验研究的方法探索概念图对促进学生的自主学习是否有可行性和有效性。以广东省东莞市寮步中学初二年级两个平行班的学生为研究对象,分为三轮实践,进行一学期的实验研究。根据研究结果得出以下结论：(1)从成绩来看,概念图对学生的成绩的提高有一定程度的影响,但没有出现显著性差异；(2)从自主学习情况来看,通过概念图的学习,学生在学习动机、学习内容和学习方法上有较为明显的改善,出现显著性差异,在学习习惯和学习结果方面差异不显著。总体来说,概念图对于促进学生的自主学习有一定作用；(3)从概念图学习效果来看,大部分学生对概念图的学习进入了状态,学生对于概念图绘制软件Inspiration有兴趣进行进一步的学习。可见,概念图对于促进学生的自主学习有可行性。在有效性上,从教师和学生两个角度针对如何更好地利用概念图促进学生的自主学习作出思考。
[Abstract]:Attention to the Learning of important Concepts was emphasized as a teaching suggestion in the 2011 edition of the Biology Curriculum Standards for compulsory Education. In view of concept learning, American scholar Novak put forward concept map in 1960's. According to the requirements of the new round of basic education curriculum reform, it is urgent to change the students' learning style from traditional passive learning to active inquiry autonomous learning. Today's educational situation does not pay attention to the problem of guiding students to learn autonomously. The construction of the concept map can be freely chosen by the students. The construction process is self-monitoring, construction works for students to sum up, self-reflection, self-evaluation, these are the essence of autonomous learning. Therefore, in view of the lack of attention and action on autonomous learning in the present educational situation, combining with the requirements of the curriculum standards of biology and the curriculum reform of basic education, The author chooses the research of junior high school biology autonomous learning practice based on concept map strategy as the topic of this paper. This paper tries to explore how to use concept map to guide students to learn independently through teaching practice. In theory, through literature research to find relevant support. It includes the definition, constitution, type, construction and evaluation of concept map; the essential characteristics and origin and development of autonomous learning; and the convergence point between concept map and autonomous learning. In practice, the method of questionnaire survey shows that the present situation of autonomous learning is generally low. In order to solve this problem, the feasibility and effectiveness of concept map for promoting students' autonomous learning are explored by means of experimental research. Taking the students of two parallel classes in the second grade of junior middle school in Dongguan City, Guangdong Province as the research object, the students are divided into three rounds of practice, and the experimental research is carried out for one semester. According to the results of the study, the following conclusions are drawn: (1) from the point of view of achievement, the concept map has a certain degree of influence on the improvement of students' performance, but there is no significant difference; (2) from the situation of autonomous learning, through the study of concept map, There are significant differences in learning motivation, learning content and learning methods, but there are no significant differences in learning habits and learning results. In general, the concept map plays a certain role in promoting students' autonomous learning. (3) from the perspective of the learning effect of the concept map, most of the students have entered the state of learning the concept map. Students are interested in further study of the concept mapping software Inspiration. Thus, the concept map is feasible for promoting students' autonomous learning. In the aspect of effectiveness, the author thinks about how to make better use of concept map to promote students' autonomous learning from the perspectives of teachers and students.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91
本文编号：2272484
[Abstract]:Attention to the Learning of important Concepts was emphasized as a teaching suggestion in the 2011 edition of the Biology Curriculum Standards for compulsory Education. In view of concept learning, American scholar Novak put forward concept map in 1960's. According to the requirements of the new round of basic education curriculum reform, it is urgent to change the students' learning style from traditional passive learning to active inquiry autonomous learning. Today's educational situation does not pay attention to the problem of guiding students to learn autonomously. The construction of the concept map can be freely chosen by the students. The construction process is self-monitoring, construction works for students to sum up, self-reflection, self-evaluation, these are the essence of autonomous learning. Therefore, in view of the lack of attention and action on autonomous learning in the present educational situation, combining with the requirements of the curriculum standards of biology and the curriculum reform of basic education, The author chooses the research of junior high school biology autonomous learning practice based on concept map strategy as the topic of this paper. This paper tries to explore how to use concept map to guide students to learn independently through teaching practice. In theory, through literature research to find relevant support. It includes the definition, constitution, type, construction and evaluation of concept map; the essential characteristics and origin and development of autonomous learning; and the convergence point between concept map and autonomous learning. In practice, the method of questionnaire survey shows that the present situation of autonomous learning is generally low. In order to solve this problem, the feasibility and effectiveness of concept map for promoting students' autonomous learning are explored by means of experimental research. Taking the students of two parallel classes in the second grade of junior middle school in Dongguan City, Guangdong Province as the research object, the students are divided into three rounds of practice, and the experimental research is carried out for one semester. According to the results of the study, the following conclusions are drawn: (1) from the point of view of achievement, the concept map has a certain degree of influence on the improvement of students' performance, but there is no significant difference; (2) from the situation of autonomous learning, through the study of concept map, There are significant differences in learning motivation, learning content and learning methods, but there are no significant differences in learning habits and learning results. In general, the concept map plays a certain role in promoting students' autonomous learning. (3) from the perspective of the learning effect of the concept map, most of the students have entered the state of learning the concept map. Students are interested in further study of the concept mapping software Inspiration. Thus, the concept map is feasible for promoting students' autonomous learning. In the aspect of effectiveness, the author thinks about how to make better use of concept map to promote students' autonomous learning from the perspectives of teachers and students.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91
【参考文献】
相关期刊论文 前10条
1 刘畅;;学生自主学习探析[J];教育研究;2014年07期
2 余虹;;罗杰斯自由学习思想的历史影响和当代价值[J];内蒙古师范大学学报(教育科学版);2014年06期
3 王立君;;网络学习环境下的概念图技术应用[J];科教导刊(中旬刊);2012年03期
4 陈长胜;刘三女牙;汪虹;陈增照;;基于双重编码理论的双轨教学模式[J];中国教育信息化;2011年03期
5 王文丽;;运用概念图策略组织生物课堂教学实践初探[J];课程.教材.教法;2007年07期
6 王兄;;概念图评价应用分析[J];上海教育科研;2006年06期
7 庞维国;中学生自主学习的教学指导模式研究[J];心理科学;2003年02期
8 朱学庆;概念图的知识及其研究综述[J];上海教育科研;2002年10期
9 戚宏波;学习者自主的理论溯源[J];山东外语教学;2002年05期
10 余文森;略谈主体性与自主学习[J];教育探索;2001年12期
，本文编号：2272484
本文链接：https://www.wllwen.com/zhongdengjiaoyulunwen/2272484.html
