基于概念图的初中数学复习教学研究

发布时间：2018-03-07 09:16

本文选题：初中数学　切入点：复习课　出处：《陕西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：复习课,作为一种对知识再认识、再理解、再深化的课型,承担着梳理知识结构、构建知识网络的任务,在整个初中数学教学中有着举足轻重的地位和作用。然而,在实际复习教学中往往存在着诸多不足。概念图是一种组织知识和表征知识的可视化工具,有利于学生自主地、有针对性地、系统地进行复习,有助于教师有针对性地对学生进行查漏补缺,最终达到优化初中数学复习课的目的。本研究主要包括两部分的内容。第一部分,探讨基于概念图的初中数学复习教学的原则与策略。首先,通过对学生的问卷调查、对教师的访谈调查,了解当前初中数学复习教学的现状；然后,针对数学复习教学中普遍存在的理解偏差、角色混乱、教法学法不当的问题,以概念图为教学工具,以有意义学习理论和建构主义理论为教学支撑,提出基于概念图的初中数学复习教学的原则：自主性原则、针对性原则、系统性原则和创造性原则；最后,提出基于概念图的初中数学复习教学的策略：先行组织者策略和元认知策略。第二部分,对基于概念图的初中数学复习教学与常规复习教学进行比较研究。首先,进行课堂教学的研究设计,包括研究对象、研究方法的选择,分析框架和研究假设的确定；然后,开展具体的课堂教学,主要从教学设计、教学实录、师生课堂活动这三方面对基于概念图的复习教学与常规复习教学进行对比研究；最后,从认知负荷、学习效果和效率、学习行为习惯这三个角度分析对比研究的结果,得出相应的研究结论：(1)基于概念图的复习教学能降低认知负荷；(2)基于概念图的复习教学能提高学习效果和学习效率；(3)基于概念图的复习教学短期内对学生的学习行为习惯影响不大。最终,分析本研究的研究结果,得出利用概念图进行初中数学复习教学是有效的,它在一定程度上能实现新课改提倡的“减负增效”,为一线教师的复习教学提供参考。另外,通过回顾研究过程,反思研究中存在的不足,进而提出对后续研究的展望。
[Abstract]:Review class, as a kind of knowledge re-understanding, re-understanding, and deepening of the curriculum, undertakes the task of combing the knowledge structure and constructing knowledge network, which plays an important role in the mathematics teaching of junior high school. However, The concept map is a visual tool for organizing knowledge and characterizing knowledge, which is helpful for students to review independently, pertinently and systematically. This study mainly includes two parts. The first part is the first part. This paper probes into the principles and strategies of mathematics review teaching in junior high school based on concept map. Firstly, through the questionnaire survey to the students and the interview survey to the teachers, we can understand the current situation of mathematics review teaching in junior high school. In view of the common problems in mathematics review teaching, such as misunderstandings, confusion of roles and improper teaching methods, the concept map is used as teaching tool, and the theories of meaningful learning and constructivism are used as teaching support. Put forward the principle of mathematics review teaching based on concept map: autonomy principle, pertinence principle, systematic principle and creative principle. This paper puts forward the strategies of mathematics review teaching in junior high school based on concept map: the strategy of advance organizer and metacognition. The second part compares the concept map based mathematics review teaching with the conventional review teaching. First of all, it makes a comparative study on the concept map based mathematics review teaching and the conventional review teaching. Carry on the classroom teaching research design, including the research object, the research method choice, the analysis frame and the research hypothesis determination; then, carries out the concrete classroom teaching, mainly from the teaching design, the teaching actual record, This paper makes a comparative study on the concept map based review teaching and the conventional review teaching from the three aspects of classroom activities. Finally, the results of the comparative study are analyzed from the perspectives of cognitive load, learning effect and efficiency, and learning behavior habits. Conclusion: 1) Review teaching based on concept map can reduce cognitive load. Review teaching based on concept map can improve learning effect and learning efficiency. 3) Review teaching based on concept map can study students in a short period of time. Behavior habits have little impact. Eventually, By analyzing the research results of this study, it is concluded that it is effective to use the concept map in mathematics review teaching in junior high school, and it can to some extent realize the "reducing burden and increasing efficiency" advocated by the new curriculum reform, which provides a reference for the review teaching of first-line teachers. By reviewing the research process and reflecting on the shortcomings of the research, this paper puts forward the prospect of the follow-up research.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

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