高中生构建物理概念图的调查研究
发布时间：2019-06-05 14:42
【摘要】：学生学习物理学科主要以培养和提高科学素养为宗旨,而在此过程中,只有让他们成为知识的建构者才能真正提高其科学素养。概念图作为知识组织的一种手段,能很好地将学生的认知结构外显化。因此,本文将采用让高中生构建概念图的形式来评估其认知结构,研究他们知识结构形成的过程。本论文将综合运用文献研究法、问卷调查法、统计分析法、个案法。首先在查阅和搜集国内外文献的基础上,通读相关的著作以及文献,为本论文的展开提供相应的理论支持和方法论指导。接着进行问卷调查,了解学生对概念图的使用以及是否能接受概念图等。前期在对学生进行概念图制图培训后,要求他们在每节新课后构建概念图来评价自己对新课内容的掌握情况。当学完人教版高中物理必修一第一、二章后,让学生以“机械运动”为主题构建概念图,统计学生概念图的节点数、连接线数和有效连接语数,并对收集的数据运用相关软件进行统计分析。挑选三名层次水平不同的学生作为个案在复习后构建“机械运动”的概念图,对比分析他们复习前后概念图,得出相关结论。最后给出相应的教学建议。研究结论:通过统计学生所绘概念图的节点数、连接线数、有效连接语数来比较学生的构图差异,结果显示传统的物理成绩在一定程度上能够反映学生认知结构水平。男女生在构图任务上的表现接近一致,学业水平高的学生连线更多,所储备的节点数目要更加丰富,节点与节点间连接的准确性也要表现更好些,而学业水平低的学生连接语简单,整幅构图中节点数目少,很多学生不写连接语。由对三名个案的分析发现复习后学生的概念图均有不同程度的完善,对于学业水平较低的学生来说,绘制的概念图的质量不高,虽然节点数、连接线数等也有所增加,但对知识的理解依旧局限在表面层次,无法联想概念间的联系,说明学生并没有对知识深入理解;中等水平的学生在复习后概念图的完善较为显著,除了节点数、连接线数和有效连接语数有很大程度增加外,所绘制概念图的完整度、准确度以及知识的复杂度也有明显改进;学业水平高的学生本身概念图较为完善,后期改动较小。因此,高中生概念图的形成存在差异性和阶段性,概念图可作为一个高度敏感的工具用于评估学生物理知识结构方面的变化。
[Abstract]:Students study physics mainly for the purpose of cultivating and improving scientific literacy, and in this process, only by making them the constructors of knowledge can they really improve their scientific literacy. As a means of knowledge organization, concept map can externalize students' cognitive structure. Therefore, this paper will use the form of concept map for senior high school students to evaluate their cognitive structure and study the process of their knowledge structure formation. This paper will use literature research method, questionnaire survey method, statistical analysis method, case method. First of all, on the basis of consulting and collecting domestic and foreign literature, read through the relevant works and literature, and provide the corresponding theoretical support and methodological guidance for the development of this paper. Then carry on the questionnaire survey, understand the student to the concept map use and whether can accept the concept map and so on. In the early stage, after the concept map drawing training for the students, they were asked to construct the concept map after each new class to evaluate their mastery of the content of the new course. After completing the first and second chapters of physics compulsory in senior high school, the students were asked to construct the concept map with the theme of "mechanical movement", and the number of nodes, connection lines and effective connection words in the concept map were counted. The collected data are statistically analyzed by using the relevant software. Three students with different levels were selected as individual cases to construct the concept map of "mechanical movement" after reviewing, and the concept maps before and after review were compared and analyzed, and the relevant conclusions were drawn. Finally, the corresponding teaching suggestions are given. The results show that the traditional physics scores can reflect the students' cognitive structure level to a certain extent by comparing the composition differences of the students by counting the number of nodes, the number of connection lines and the number of effective connected words in the concept map drawn by the students. The performance of male and female students in composition tasks is close to the same, the students with high academic level connect more, the number of nodes stored should be richer, and the accuracy of the connections between nodes should be better. However, the connection language of the students with low academic level is simple, the number of nodes in the whole composition is small, and many students do not write the connection language. From the analysis of three cases, it is found that the concept maps of the students have been improved to varying degrees after the review. For the students with low academic level, the quality of the concept maps is not high, although the number of nodes and the number of connection lines have also increased. However, the understanding of knowledge is still limited to the superficial level, which can not associate the relationship between concepts, which indicates that students do not have a deep understanding of knowledge. After reviewing, the improvement of the concept map of the middle level students is more remarkable. In addition to the number of nodes, the number of connection lines and the number of effective connection words, the integrity, accuracy and knowledge complexity of the drawn concept map are also obviously improved. The concept map of the students with high academic level is more perfect, and the change is small in the later stage. Therefore, there are differences and stages in the formation of concept maps of senior high school students, and concept maps can be used as a highly sensitive tool to evaluate the changes of students' physics knowledge structure.
【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】：G633.7
[Abstract]:Students study physics mainly for the purpose of cultivating and improving scientific literacy, and in this process, only by making them the constructors of knowledge can they really improve their scientific literacy. As a means of knowledge organization, concept map can externalize students' cognitive structure. Therefore, this paper will use the form of concept map for senior high school students to evaluate their cognitive structure and study the process of their knowledge structure formation. This paper will use literature research method, questionnaire survey method, statistical analysis method, case method. First of all, on the basis of consulting and collecting domestic and foreign literature, read through the relevant works and literature, and provide the corresponding theoretical support and methodological guidance for the development of this paper. Then carry on the questionnaire survey, understand the student to the concept map use and whether can accept the concept map and so on. In the early stage, after the concept map drawing training for the students, they were asked to construct the concept map after each new class to evaluate their mastery of the content of the new course. After completing the first and second chapters of physics compulsory in senior high school, the students were asked to construct the concept map with the theme of "mechanical movement", and the number of nodes, connection lines and effective connection words in the concept map were counted. The collected data are statistically analyzed by using the relevant software. Three students with different levels were selected as individual cases to construct the concept map of "mechanical movement" after reviewing, and the concept maps before and after review were compared and analyzed, and the relevant conclusions were drawn. Finally, the corresponding teaching suggestions are given. The results show that the traditional physics scores can reflect the students' cognitive structure level to a certain extent by comparing the composition differences of the students by counting the number of nodes, the number of connection lines and the number of effective connected words in the concept map drawn by the students. The performance of male and female students in composition tasks is close to the same, the students with high academic level connect more, the number of nodes stored should be richer, and the accuracy of the connections between nodes should be better. However, the connection language of the students with low academic level is simple, the number of nodes in the whole composition is small, and many students do not write the connection language. From the analysis of three cases, it is found that the concept maps of the students have been improved to varying degrees after the review. For the students with low academic level, the quality of the concept maps is not high, although the number of nodes and the number of connection lines have also increased. However, the understanding of knowledge is still limited to the superficial level, which can not associate the relationship between concepts, which indicates that students do not have a deep understanding of knowledge. After reviewing, the improvement of the concept map of the middle level students is more remarkable. In addition to the number of nodes, the number of connection lines and the number of effective connection words, the integrity, accuracy and knowledge complexity of the drawn concept map are also obviously improved. The concept map of the students with high academic level is more perfect, and the change is small in the later stage. Therefore, there are differences and stages in the formation of concept maps of senior high school students, and concept maps can be used as a highly sensitive tool to evaluate the changes of students' physics knowledge structure.
【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】：G633.7
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