思维导图在初中生物学复习课的应用研究

发布时间：2018-01-16 00:22

本文关键词：思维导图在初中生物学复习课的应用研究　出处：《鲁东大学》2015年硕士论文　论文类型：学位论文

【摘要】：现阶段初中生物学课程更希望学生养成发散思维的习惯。在初中生物学复习课中引入思维导图可以提升学生的课堂参与度,可以提高学生构建系统性知识网络的能力,从而培养自身发散思维能力。本研究采用文献资料法、问卷调查法和案例研究法,从初中生物学教师和初中学生两个角度了解思维导图的应用现状。根据调查结果,总结思维导图在实际应用过程中出现的不同层面的问题,并提出相应的解决对策。首先,通过问卷调查,总结出思维导图在实际应用过程中出现的不同层面的问题:第一,初中生物学师生的认识不够;第二,在复习课中的应用情况和效果均不理想;第三,可参考的适合的资源较少和软件开发应用情况不乐观。针对以上问题提出相应的解决对策:第一,加大对师生的认识培训力度;第二,鼓励教师积极应用;第三,加强初中生物学思维导图课程资源的建设及软件的应用。其次,精心编写初中生物学教学设计。同时,在实践中逐渐总结绘制流程;结合生物学科自身优势,总结出较完整的评价标准,以便起到较好的效果。最后,利用原有学生问卷进行后测,以便获得实际应用效果。得出以下结论:绝大多数学生已经具备更深入的了解;学生的应用也日趋熟练,并尝试将这一学习工具应用到其他领域;学生的应用效果越来越理想,在许多方面有了很大程度的提升;绝大多数学生选择继续使用思维导图并有意识地渗透到其他学科及自身生活中。
[Abstract]:At present, junior high school biology curriculum more hope that students form the habit of divergent thinking. In the biology review of junior high school, the introduction of thinking mapping can enhance the participation of students in the classroom. It can improve the students' ability to construct systematic knowledge network and cultivate their own divergent thinking ability. This study adopts the methods of literature, questionnaire and case study. From the perspective of biology teachers and junior middle school students to understand the current situation of the application of thinking mapping. According to the results of the survey, summed up the thinking map in the practical application of different levels of problems. And put forward the corresponding countermeasures. First, through the questionnaire survey, summed up the thinking map in the practical application of different levels of problems: first, junior high school biology teachers and students do not know enough; Second, the application and effect in the review class are not ideal; Third, the suitable resources for reference and the situation of software development and application are not optimistic. In view of the above problems, the corresponding countermeasures are put forward: first, to increase the awareness and training of teachers and students; Second, to encourage teachers to actively apply; Third, strengthen the construction of the curriculum resources and the application of software of the junior high school biology thinking map. Secondly, carefully compile the junior high school biology teaching design. At the same time, in practice, the drawing process is gradually summarized; Combined with the advantages of biology, summed up a more complete evaluation criteria, in order to play a better effect. Finally, the use of the original student questionnaire for post-test. In order to obtain the practical application effect, the following conclusions can be drawn: most students already have a deeper understanding; Students are becoming more proficient in the application and try to apply this learning tool to other fields; The application effect of students is more and more ideal and has been greatly improved in many aspects. Most students choose to continue to use mind maps and consciously penetrate into other disciplines and their own lives.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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