思维导图教学策略在初中思想品德教学中的实验研究
发布时间:2018-12-11 14:03
【摘要】:本论文运用文献资料法、问卷调查法、访谈法、实验法、数理统计法等多种研究方法,以南宁市新阳中路学校七年级(2)班为实验班,七年级(1)班为控制班,实验班将思维导图策略运用于思维导图介绍、初中思想道德课的新课教授和复习课中,控制班按照传统教学方法进行,不做任何干预。本实验研究进行了为期一个学期,历时4个半月的教学实验,实验课时总共为35课时,每课时为40分钟。实验以七年级上册期末考试为前测,以七年级下册期末考试为后测,以调查问卷和访谈为考察标准,对比实验班和控制班的教学效果。本论文在问卷调查和实验研究的基础上,通过数据分析得出以下结论:(1)思维导图教学策略不仅能提高学生的学习效果,同时能增强学习兴趣、学习积极性和课堂的专注度;(2)思维导图教学策略对不同学习基础的学生学习思想品德的影响不同,对强能力学生效果比较显著,对弱能力学生则无显著影响,其原因可能与弱能力学生的学习的兴趣、课堂专注度以及对作业的认真态度等有关;(3)思维导图教学策略对不同性别学生的思想品德学习无明显不同,对男生和女生的思想品德的学习成绩都有提高。
[Abstract]:In this paper, the methods of literature, questionnaire, interview, experiment, mathematical statistics and so on are used. Class 7 (2) of Xinyang Middle Road School in Nanning City is the experimental class, class 1 of the seventh grade is the control class. In the experimental class, the strategy of thinking mapping was applied to the introduction of the thinking map. In the new class and the review class of the junior middle school, the control class was carried out according to the traditional teaching method without any intervention. The experiment was conducted for one semester and lasted for four and a half months. The total duration of the experiment was 35 hours, 40 minutes per class. The experiment takes the final exam of the seventh grade as the pre-test, the final exam of the seventh grade as the post-test, and the questionnaire and interview as the standard to compare the teaching effect between the experimental class and the control class. On the basis of questionnaire investigation and experimental research, this paper draws the following conclusions through data analysis: (1) the teaching strategy of thinking map can not only improve the learning effect of students, but also enhance their interest in learning. Learning enthusiasm and classroom concentration; (2) the influence of thinking map teaching strategy on students' learning ideology and moral character is different, and the effect on students with strong ability is more significant, but it is not significant on students with weak ability. The reasons may be related to the interest of students with weak ability. Classroom concentration and serious attitude towards the homework and so on; (3) the teaching strategy of thinking map has no obvious difference on the study of ideological and moral character of students of different genders, and it can improve the scores of both boys and girls in the study of ideological and moral character.
【学位授予单位】:广西大学
【学位级别】:硕士
【学位授予年份】:2015
【分类号】:G633.2
本文编号:2372681
[Abstract]:In this paper, the methods of literature, questionnaire, interview, experiment, mathematical statistics and so on are used. Class 7 (2) of Xinyang Middle Road School in Nanning City is the experimental class, class 1 of the seventh grade is the control class. In the experimental class, the strategy of thinking mapping was applied to the introduction of the thinking map. In the new class and the review class of the junior middle school, the control class was carried out according to the traditional teaching method without any intervention. The experiment was conducted for one semester and lasted for four and a half months. The total duration of the experiment was 35 hours, 40 minutes per class. The experiment takes the final exam of the seventh grade as the pre-test, the final exam of the seventh grade as the post-test, and the questionnaire and interview as the standard to compare the teaching effect between the experimental class and the control class. On the basis of questionnaire investigation and experimental research, this paper draws the following conclusions through data analysis: (1) the teaching strategy of thinking map can not only improve the learning effect of students, but also enhance their interest in learning. Learning enthusiasm and classroom concentration; (2) the influence of thinking map teaching strategy on students' learning ideology and moral character is different, and the effect on students with strong ability is more significant, but it is not significant on students with weak ability. The reasons may be related to the interest of students with weak ability. Classroom concentration and serious attitude towards the homework and so on; (3) the teaching strategy of thinking map has no obvious difference on the study of ideological and moral character of students of different genders, and it can improve the scores of both boys and girls in the study of ideological and moral character.
【学位授予单位】:广西大学
【学位级别】:硕士
【学位授予年份】:2015
【分类号】:G633.2
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