中学区域地理教学中的概念图应用研究

发布时间：2019-04-23 22:55

【摘要】：高中新课程改革倡导在教学的过程中关注学生发展,重视以学定教。而传统教学方式以教师讲授为主要教学方式,以听课、记背为主要学习方式,以分数为主要评价方式,难以发挥学生的自主学习能力和对知识的重构与整合能力。高中区域地理教学内容一般以人教版必修三为主的区域生态、资源、经济等的综合利用部分,也往往涵盖了初中世界地理和中国地理的基础部分,所以区域地理知识既有综合性、整体性,又有海量的区域信息识记,对学生的分析能力和记忆水平要求很高,传统的教学方式不能够满足这种学习需求。本文尝试以“概念图”教学的方式,优化区域地理“教”与“学”的方法、评价学习结果的方法。20世纪60年代,美国诺瓦克(Joseph D. Novak)教授等人以“意义学习”和“概念同化”等理论作为基础,开发了概念图这种认知工具。从教师教的角度,概念图可以帮忙组织、并系统性地传授新知识,也可以作为工具总结复习已学知识,还可以作为命题形式考察学习效果,同时学生在新课前的相关知识概念图制作,也可以反映出其先行知识,便于教师调整教学重点。从学生学的角度,概念图可以帮助学生组织已有知识,并进行知识重组与再生,增强对知识的理解与应用能力,同时在作业训练和订正过程中中,以概念图的形式分析题目思路、记笔记,能促进学生调动逻辑思维能力,快速找到答题方向,以保证较高的做题正确率和学习效率。本文主要运用了文献法、调查法、比较分析法等研究方法。本论文主体包括五个部分。第一部分是绪论。主要介绍本文的研究背景、意义、研究内容、方法、研究综述以及研究目的。第二部分主要为概念图的理论认知。包括概念图的定义、概念图发展的理论基础,概念图建构工具、建构方法的介绍。第三部分主要通过文献研究法及调查法,总结陈述概念图的应用现状。包括概念图在其他领域(教学以外)和其他学科的应用现状,以及在本学科及本部分知识的应用现状及存在的问题。第四部分提出中学区域地理教学中的概念图具体使用策略。主要从三个角度出发,一方面从教师教的角度,侧重备课、板书、命题和习题讲解四个方面的应用:一方面从学生学的角度,关注课前预习、课后总结归纳、章节复习以及错题整理方面的应用;另一方面,从教学评价的角度,论述概念图的应用策略。最后,总结提炼出概念图使用过程中的原则及注意事项。第五部分为结尾展望。
[Abstract]:The new curriculum reform in senior high school advocates paying attention to the development of students in the process of teaching and paying attention to learning to regulate teaching. The traditional teaching mode takes teachers' teaching as the main teaching mode, listening to lessons, memorizing lessons as the main learning mode, and score as the main evaluation way, so it is difficult to exert the students' autonomous learning ability and the ability of reconstruction and integration of knowledge. The contents of regional geography teaching in senior high schools are generally the comprehensive utilization of regional ecology, resources, economy and so on, which are mainly required by people's teaching edition, and also often cover the basic parts of world geography and Chinese geography in junior middle schools. Therefore, the knowledge of regional geography is not only comprehensive, integrated, but also has a large amount of regional information memorization, the students' analytical ability and memory level are very high requirements, traditional teaching methods can not meet the needs of this kind of learning. This paper attempts to optimize the teaching and learning methods of regional geography by the way of "concept map" teaching, and to evaluate the learning results. Based on the theories of "meaning learning" and "conceptual assimilation", Professor (Joseph D. Novak) et al. developed the concept map as a cognitive tool. From the point of view of teachers' teaching, the concept map can help organize and teach new knowledge systematically, can also be used as a tool to summarize and review the learned knowledge, and can also be used as a propositional form to examine the learning effect. At the same time, the concept map of the students' knowledge before the new class can also reflect the advance knowledge, which is convenient for teachers to adjust the teaching emphasis. From the perspective of student learning, the concept map can help students organize existing knowledge, reorganize and regenerate knowledge, enhance their ability to understand and apply knowledge, and at the same time, in the process of homework training and revision, Analyzing the idea of the problem and taking notes in the form of the concept map can promote the students to mobilize their logical thinking ability and quickly find out the direction of the answer so as to ensure the higher correct rate of doing the problem and the efficiency of learning. This article mainly uses the literature method, the investigation method, the comparative analysis method and so on research method. The main body of this paper consists of five parts. The first part is the introduction. This paper mainly introduces the research background, significance, research contents, methods, research summary and research purpose. The second part is the theoretical cognition of the concept map. Including the definition of concept map, the theoretical basis of concept map development, concept map construction tools, the introduction of construction methods. The third part summarizes the application of concept map through literature research and investigation. Including the concept map in other fields (other than teaching) and other disciplines, as well as in this subject and this part of the knowledge of the application of the present situation and existing problems. The fourth part puts forward the concrete use strategy of the concept map in the teaching of regional geography in middle school. Mainly from three angles, on the one hand from the perspective of teacher teaching, focusing on the preparation of lessons, board writing, proposition and exercise explanation of four aspects of the application: on the one hand, from the perspective of students, pay attention to pre-class preparation, after-school summary and induction, The application of the review of the chapter and the arrangement of the wrong topics; On the other hand, from the angle of teaching evaluation, the application strategy of concept map is discussed. Finally, the paper summarizes the principles and points for attention in the process of using the concept map. The fifth part looks forward to the end.
【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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