思维导图在高中化学选修1《化学与生活》教学中的实践研究
发布时间：2019-05-26 20:24
【摘要】：文科生的思维和理科生的思维具有差异性,文科思维偏感性,缺乏理科思维的整体性和逻辑性。思维导图能够改变文科生的逻辑思维能力,将思维导图运用到《化学与生活》的教学中,既能保持文科思维感性的优势,又能培养学生理科思维的整体性和逻辑性,从而拓宽学生思维的深度和广度。目前,文科生对《化学与生活》课程的学习不重视,但《化学与生活》是文科生学业水平测试必考的科目,并且能够锻炼学生的思维能力。为了改变文科生轻视《化学与生活》的现状,笔者将思维导图运用到《化学与生活》的教学中,促进学生全方位、多角度的学习化学知识,以期帮助学生顺利通过学业水平测试。本文在大量文献调研的基础上,对思维导图的概念进行了界定,并以信息加工理论、建构主义理论、布鲁纳认知结构学习理论等作为本研究的理论基础。通过分析思维导图在化学教学中的应用情况及存在的问题,实践探究了将思维导图运用到《化学与生活》教学中的教学模式。在课题研究过程中,首先对《化学与生活》这门课程的教师进行了访谈,结合该课程的特点及《化学与生活》教学的实际情况,分析将思维导图运用到《化学与生活》教学中的可行性和必要性。其次,对北方中学两个文科班83名学生进行《高二文科化学学习兴趣和态度》前测问卷调查并参考了高一两个班期末考试的化学成绩。再次,结合北方学校的实际情况及学生的学情,对学生进行了手绘思维导图和计算机绘制思维导图的训练。将思维导图运用到《化学与生活》的课前预习、课堂教学、课后复习等三个环节进行教学实践,将化学实验教学和理论教学进行对比、并把立体感更强的实物融入到思维导图,针对各个环节设计了“合理选择饮食”、“彩虹糖中的色素分离”等思维导图的案例。最后,笔者对实验班43名学生进行了后测问卷调查、整理了学生高二上学期期末考试的化学成绩和学生在教学实践各个时期学生绘制的思维导图,收集分析数据。思维导图在《化学与生活》课程中的教学实践结果表明,思维导图的运用加深了化学教师对课程教学的理解,思维导图运用到教学实践中,提升了学生的化学学习兴趣,活跃课堂气氛,提高学生学习的成绩,思维导图运用到《化学与生活》的教学中取得了良好的效果,为同类中学《化学与生活》课程的教学提供参考。
[Abstract]:The thinking of liberal arts students is different from that of science students, and the thinking of liberal arts is perceptual and lacks the integrity and logic of science thinking. The thinking map can change the logical thinking ability of liberal arts students, and apply the thinking map to the teaching of Chemistry and Life, which can not only maintain the perceptual advantage of liberal arts thinking, but also cultivate the integrity and logic of students' thinking of science. In order to broaden the depth and breadth of students' thinking. At present, liberal arts students do not attach importance to the study of Chemistry and Life, but Chemistry and Life is a necessary subject for liberal arts students to test their academic level, and can train students' thinking ability. In order to change the present situation that liberal arts students despise chemistry and life, the author applies the mind map to the teaching of chemistry and life, and promotes the students to learn chemistry knowledge from all directions and from many angles. In order to help students pass the academic level test smoothly. On the basis of a large number of literature research, this paper defines the concept of mind map, and takes the theory of information processing, constructivism and Bruner's cognitive structure learning theory as the theoretical basis of this study. By analyzing the application of mind map in chemistry teaching and the existing problems, this paper probes into the teaching mode of applying thinking map to chemistry and life teaching. In the course of the research, the teachers of Chemistry and Life are first interviewed, and the characteristics of the course and the actual situation of Chemistry and Life teaching are combined with the characteristics of the course. This paper analyzes the feasibility and necessity of applying thinking map to chemistry and life teaching. Secondly, 83 students in two liberal arts classes in northern middle school were investigated with a pre-test questionnaire and referred to the chemistry scores of the final exams in one or two classes of senior high school. Thirdly, combined with the actual situation of northern schools and the students' learning situation, the students are trained in hand-drawn thinking map and computer drawing thinking map. This paper applies the mind map to the pre-class preview, classroom teaching and after-class review of Chemistry and Life, compares the chemistry experiment teaching with the theoretical teaching, and integrates the three-dimensional feeling into the thinking map. According to each link, the cases of "reasonable diet selection" and "pigment separation in rainbow sugar" were designed. Finally, the author conducted a post-test questionnaire survey among 43 students in the experimental class, sorted out the chemistry scores of the students in the final examination of the second semester of senior high school and the thinking maps drawn by the students in each period of teaching practice, and collected and analyzed the data. The teaching practice of thinking map in Chemistry and Life course shows that the application of thinking map has deepened the understanding of chemistry teachers to the course teaching, and the application of thinking map to teaching practice has promoted students' interest in chemistry learning. Enlivening the classroom atmosphere, improving the students' academic achievement, and applying the mind map to the teaching of Chemistry and Life have achieved good results, which provides a reference for the teaching of Chemistry and Life in the same kind of middle school.
【学位授予单位】：合肥师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8
本文编号：2485607
[Abstract]:The thinking of liberal arts students is different from that of science students, and the thinking of liberal arts is perceptual and lacks the integrity and logic of science thinking. The thinking map can change the logical thinking ability of liberal arts students, and apply the thinking map to the teaching of Chemistry and Life, which can not only maintain the perceptual advantage of liberal arts thinking, but also cultivate the integrity and logic of students' thinking of science. In order to broaden the depth and breadth of students' thinking. At present, liberal arts students do not attach importance to the study of Chemistry and Life, but Chemistry and Life is a necessary subject for liberal arts students to test their academic level, and can train students' thinking ability. In order to change the present situation that liberal arts students despise chemistry and life, the author applies the mind map to the teaching of chemistry and life, and promotes the students to learn chemistry knowledge from all directions and from many angles. In order to help students pass the academic level test smoothly. On the basis of a large number of literature research, this paper defines the concept of mind map, and takes the theory of information processing, constructivism and Bruner's cognitive structure learning theory as the theoretical basis of this study. By analyzing the application of mind map in chemistry teaching and the existing problems, this paper probes into the teaching mode of applying thinking map to chemistry and life teaching. In the course of the research, the teachers of Chemistry and Life are first interviewed, and the characteristics of the course and the actual situation of Chemistry and Life teaching are combined with the characteristics of the course. This paper analyzes the feasibility and necessity of applying thinking map to chemistry and life teaching. Secondly, 83 students in two liberal arts classes in northern middle school were investigated with a pre-test questionnaire and referred to the chemistry scores of the final exams in one or two classes of senior high school. Thirdly, combined with the actual situation of northern schools and the students' learning situation, the students are trained in hand-drawn thinking map and computer drawing thinking map. This paper applies the mind map to the pre-class preview, classroom teaching and after-class review of Chemistry and Life, compares the chemistry experiment teaching with the theoretical teaching, and integrates the three-dimensional feeling into the thinking map. According to each link, the cases of "reasonable diet selection" and "pigment separation in rainbow sugar" were designed. Finally, the author conducted a post-test questionnaire survey among 43 students in the experimental class, sorted out the chemistry scores of the students in the final examination of the second semester of senior high school and the thinking maps drawn by the students in each period of teaching practice, and collected and analyzed the data. The teaching practice of thinking map in Chemistry and Life course shows that the application of thinking map has deepened the understanding of chemistry teachers to the course teaching, and the application of thinking map to teaching practice has promoted students' interest in chemistry learning. Enlivening the classroom atmosphere, improving the students' academic achievement, and applying the mind map to the teaching of Chemistry and Life have achieved good results, which provides a reference for the teaching of Chemistry and Life in the same kind of middle school.
【学位授予单位】：合肥师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8
【参考文献】
相关硕士学位论文 前1条
1 高松涛;高三化学复习中合作学习应用的研究[D];苏州大学;2010年
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