概念图策略教学对中学生科学学习的影响

发布时间：2019-06-18 15:54

【摘要】：策略教学是探讨学习策略训练的重点内容。以中学生为对象,本研究探讨了概念图策略教学的有效性问题。研究一采用问卷调查法,对上海市两所中学的中学生进行施测,以分析中学生的学习策略整体水平,不同年级以及不同性别学生的策略发展状况,以及学习策略运用水平与学业成就间的关系。研究二采用4×2准实验设计,自变量为概念图策略的教学处置(绘制概念图组,阅读概念图组,脚手架式概念图组,控制组)和先前知识,因变量为科学科目的观念性知识和推理知识,结合自编的概念图策略教学效果调查问卷,比较引入概念图策略的三种方式的教学成效。研究发现:1、中学生的学习策略运用处于"一般水平"。2、中学生的学习策略运用水平不会自发地随课程学习而增长。3、学习策略运用水平影响科学科目的学业成绩,策略运用水平高的学生,科学科目的学业成绩较好。4、课堂教学情境下的概念图策略能够改善中学生科学科目的学业成绩。5、与绘制概念图和阅读概念图相比,脚手架式概念图策略的教学成效佳。6、高先前知识和低先前知识的学生都能够从概念图策略教学中获益,概念图策略的教学处置与先前知识不存在交互作用。本研究尝试在课堂教学情境下进行概念图策略教学实验,可以为中学生的学科策略教学提供支持,同时也丰富了概念图策略教学的研究,对策略教学方法论有一定支持作用。
[Abstract]:Strategy teaching is the key content of learning strategy training. Taking middle school students as the object, this study discusses the effectiveness of concept map strategy teaching. In order to analyze the overall level of learning strategies, the development of strategies in different grades and genders, and the relationship between the level of learning strategies and academic achievement, the questionnaire survey was conducted to analyze the overall level of learning strategies, the development of strategies in different grades and genders, and the relationship between the level of learning strategies and academic achievement. In the second study, 4 脳 2 quasi-experimental design was used, and the independent variables were the teaching disposal of concept map strategy (drawing concept map group, reading concept map group, scaffolding concept map group, control group) and previous knowledge. The dependent variables were conceptual knowledge and reasoning knowledge of science subjects. Combined with the self-designed questionnaire of concept map strategy teaching effect, the teaching effects of three methods of concept map strategy were compared. It is found that: 1, the use of learning strategies of middle school students is at the "general level". 2, the application level of learning strategies of middle school students will not increase spontaneously with the course learning. 3, the level of learning strategy application affects the academic performance of science subjects, and the students with high level of strategy use have better academic performance in science subjects. The concept map strategy in classroom teaching situation can improve the academic performance of middle school students in science subjects. 5. Compared with drawing concept map and reading concept map, scaffolding concept map strategy has better teaching effect. 6, students with high prior knowledge and low prior knowledge can benefit from concept map strategy teaching, and there is no interaction between concept map strategy teaching disposal and previous knowledge. This study attempts to carry out the concept map strategy teaching experiment in the classroom teaching situation, which can provide support for the subject strategy teaching of middle school students, at the same time, it also enriches the research of concept map strategy teaching, and plays a certain supporting role in the strategy teaching methodology.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.4

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