思维导图在高中生物科学史内容教学中的应用研究
发布时间：2019-04-18 09:19
【摘要】：创新思维和创新能力培养是中学教育的重要内容,可以在教育活动的任何一个环节中体现。本文探讨了在高中生物学科学史内容教学中运用思维导图教学策略,以提高学生创新思维、创新能力和学习兴趣的基本方法,期望为一线教师的相关教学实践提供参考。在教学实践中,可以采用讲授法、问题探究法、小组讨论法、读书指导法和自主学习法等教法和学法将思维导图教学模式应用到教学实践中。授课前发放导学案,引导学生进行课前预习,鼓励学生对实验设计提出改进方案,或提出新问题以及解决办法。课堂教学中,将学生分小组,在小组内讨论和绘制思维导图,以有效地锻炼学生的合作能力、总结能力和探究能力;此外,小组讨论方式还有利于学生发散思维的建立,创新思维和创新能力的提高。授课时,每小组选一位同学作为代表,上台演示自己小组的学习成果,教师可以即时评价,即时反馈。思维导图教学策略运用到科学史内容教学中时,指导学生注意将思维导图所含有的思维模式引入学习中,让学生理解并掌握这一工具的理念、特点和制作方法等,以促进高中生养成良好的学习习惯,并达到提高学生创新思维和创新能力的目标。相关内容试卷的测试和问卷调查的结果表明,高中生物课程中科学史内容的教学,有利于培养学生树立敢于质疑的科学态度,激活学生的创新思维,提高学生的创新能力。高中生物学科学史内容教学中采用思维导图教学模式是提升高中生创新思维、创新能力和学习兴趣的有效途径。
[Abstract]:The cultivation of innovative thinking and innovative ability is an important content of middle school education, which can be reflected in any link of educational activities. This paper discusses the application of thinking map teaching strategy in the teaching of the history of biology science in senior high school in order to improve the basic methods of students' creative thinking, innovative ability and learning interest. It is expected to provide reference for the teaching practice of front-line teachers. In the teaching practice, teaching methods such as teaching method, question inquiry method, group discussion method, reading guidance method and autonomous learning method can be used to apply the thinking map teaching mode to the teaching practice. In order to guide students to carry out pre-class study, students are encouraged to propose improvement plans for experimental design, or to propose new problems and solutions. In the classroom teaching, the students are divided into groups to discuss and draw the thought map in order to effectively train the students' cooperative ability, summing up the ability and exploring ability; In addition, the way of group discussion is beneficial to the establishment of divergent thinking, the improvement of innovative thinking and innovative ability. When teaching, each group chooses a classmate as the representative, on stage to demonstrate their own group's learning results, teachers can immediately evaluate, instant feedback. When the strategy of thinking map teaching is applied to the teaching of the history of science, the students should pay attention to introducing the thinking mode contained in the thought map into their study, so that the students can understand and master the idea, characteristics and methods of making this tool, and so on. In order to promote high school students to develop good learning habits, and achieve the goal of improving students' innovative thinking and innovative ability. The results of test paper and questionnaire survey show that the teaching of history of science in biology curriculum of senior high school is helpful to cultivate students' scientific attitude of questioning, activate students' creative thinking and improve their creative ability. It is an effective way to improve the creative thinking, creative ability and learning interest of senior high school students by using the thinking map teaching mode in the teaching of history of biology science in senior high school.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
本文编号：2459933
[Abstract]:The cultivation of innovative thinking and innovative ability is an important content of middle school education, which can be reflected in any link of educational activities. This paper discusses the application of thinking map teaching strategy in the teaching of the history of biology science in senior high school in order to improve the basic methods of students' creative thinking, innovative ability and learning interest. It is expected to provide reference for the teaching practice of front-line teachers. In the teaching practice, teaching methods such as teaching method, question inquiry method, group discussion method, reading guidance method and autonomous learning method can be used to apply the thinking map teaching mode to the teaching practice. In order to guide students to carry out pre-class study, students are encouraged to propose improvement plans for experimental design, or to propose new problems and solutions. In the classroom teaching, the students are divided into groups to discuss and draw the thought map in order to effectively train the students' cooperative ability, summing up the ability and exploring ability; In addition, the way of group discussion is beneficial to the establishment of divergent thinking, the improvement of innovative thinking and innovative ability. When teaching, each group chooses a classmate as the representative, on stage to demonstrate their own group's learning results, teachers can immediately evaluate, instant feedback. When the strategy of thinking map teaching is applied to the teaching of the history of science, the students should pay attention to introducing the thinking mode contained in the thought map into their study, so that the students can understand and master the idea, characteristics and methods of making this tool, and so on. In order to promote high school students to develop good learning habits, and achieve the goal of improving students' innovative thinking and innovative ability. The results of test paper and questionnaire survey show that the teaching of history of science in biology curriculum of senior high school is helpful to cultivate students' scientific attitude of questioning, activate students' creative thinking and improve their creative ability. It is an effective way to improve the creative thinking, creative ability and learning interest of senior high school students by using the thinking map teaching mode in the teaching of history of biology science in senior high school.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
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