思维导图应用于初中生物学教学活动的实践研究

发布时间：2018-08-02 18:11

【摘要】：步入21世纪,科技迅猛发展,知识更新频繁,新知识层出不穷,各国之间激烈的竞争逐渐转变为创新人才的竞争,创新人才的培养也成为了教育事业未来几年的重要目标。初中生物学作为基础教育的重要学科之一,教师在开展相关的教学活动时所依据的《义务教育生物学课程标准(2011版)》及初中生物学教材都对学生的探究能力提出了新的要求。影响学生能力提高的关键因素是思维,而思维导图作为一种全新的思维方式,可开启大脑的智能,发挥人类的潜能。鉴于此,笔者首先从甘肃省兰州市某初级中学八年级生物学成绩为60分以下的学生中18名学生作为研究对象;然后,将思维导图应用于记笔记、实验设计、自主复习及课堂讨论四个方面;最后,综合运用问卷调查法、观察法、访谈法以及数理统计法对运用思维导图前后的相关指标进行分析研究。研究结果显示:第一,运用思维导图后,学生的生物学成绩及解决问题的情况有明显地改善;第二,运用思维导图后,学生联想关键词个数的标化值明显提高;第三,运用思维导图后,学生学习生物学的态度由消极地被动接受转变为主动地学习。综上,可得出如下结论:一、思维导图有助于学生知识掌握能力的提高;二、思维导图有助于学生学习生物学兴趣的提高;三、思维导图有助于促进学生思维的发展。同时,笔者结合研究的实际情况提出以下实施建议:?结合学生实际情况,灵活运用思维导图;?努力营造轻松自由的课堂氛围;?重视学生的合作学习。
[Abstract]:In the 21st century, with the rapid development of science and technology, the frequent renewal of knowledge and the emergence of new knowledge, the fierce competition among countries has gradually changed into the competition of innovative talents, and the cultivation of innovative talents has become an important goal of education in the next few years. Biology in junior high school is one of the important subjects in basic education. The course Standard of Biology in compulsory Education (2011 Edition) and the biology textbook of junior high school have put forward new requirements for students' inquiry ability. The key factor that affects the improvement of students' ability is thinking. As a new way of thinking, thinking map can open up the intelligence of the brain and bring into play the potential of human beings. In view of this, the author first took 18 students from a junior middle school in Lanzhou, Gansu Province, whose biological score was less than 60 points, as the research object, and then applied the thinking map to taking notes and designing experiments. There are four aspects of independent review and classroom discussion. Finally, the related indexes before and after the use of thinking map are analyzed and studied by comprehensive use of questionnaire, observation, interview and mathematical statistics. The results show that: first, after the use of thinking map, the students' biological scores and problem-solving situation are obviously improved; second, after the use of thinking map, the standardized value of the number of students associating keywords is obviously improved; third, With the use of mind mapping, students' attitude towards learning biology changes from passive acceptance to active learning. In summary, the following conclusions can be drawn: first, thinking map helps improve students' ability to master knowledge; second, thinking map contributes to the improvement of students' interest in learning biology; third, thinking map helps to promote the development of students' thinking. At the same time, according to the actual situation of the study, the author puts forward the following suggestions for implementation:? Combined with the actual situation of students, flexible use of thinking map? Strive to create a relaxed and free classroom atmosphere? Attach importance to the cooperative learning of students.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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