思维导图在高中历史教学中的应用研究

发布时间：2018-03-26 16:07

本文选题：思维导图　切入点：高中历史教学　出处：《苏州大学》2015年硕士论文

【摘要】：思维导图,又称心智图,是一种以图解的形式和网状的结构,用于储存、组织、优化和输出信息的思维工具。当今人们生活在一个迅猛变化的信息时代,人类喜爱图像的天性使图像化迅速席卷人类社会,人们更乐于用图像可视化的方式接收信息。当下的高中学生甚至被称为“图像一代”,他们与图像文化相伴成长,对图像有着特殊的情感。图像化在满足他们审美特点和认知特点的同时也影响着他们的思维结构和认知方式。这必然冲击学校教育,对学校课程的程序与教学方式也提出新的更高的要求。需要记忆、更需要理解分析的高中历史教学面临着巨大挑战。现有的高中历史教材专题模块体例,跳跃性强,时序性差给教学带来很多困难。思维导图具有梳理性、记忆性、创造性、全景性与灵活性五大基本特征,作为一种新型的、具有变革性意义的思维工具,既保留了传统教学方式的精华,又开创了全新的有效的教学方法,非常适合历史学习记忆数量大、理解层次深、知识关联广、归纳分析多、能力要求高、迁移运用活等特点。应用这一思维工具,对增强高中历史教学的吸引力,提高学生历史思维力,有效达成三维目标的同时为学生未来发展奠基具有重要意义。基于以上思考,本文从教学理念的更新、学科特点的要求、当今教学的反思、学生认知的顺畅以及时代特征的呼唤等思考,论述了思维导图在高中历史教学中应用的必要性与可行性,并通过教学各个环节的运用实例、实践对比分析等行动研究,论证其操作性和实效性,探寻思维导图在高中历史教学中的应用价值所在及应当注意之处。本文尝试立足于国际思维导图的研究新进展,通过思维导图在历史学科教学中的应用探究,透视思维导图在教学中的重要作用和具体的应用实践策略,丰富国内思维导图的理论与实践研究,并为高中历史学科教学提供一种崭新的思维可视化策略,为教师在历史教学设计、教学过程提供一种有效的教学工具,以弥补传统教学过程的不足,提高历史教师的理论研究水平。本文还期望通过对思维导图在高中学生学习历史知识中的应用研究,使思维导图能够更好地增强教学有效性实现教学目标,同时拓展学生的历史思维能力培养途径,为学生未来的发展奠定基础,真正达到新课程三维目标的要求。有效地将思维导图应用到历史课堂中去,让学生在获得历史知识之外更具历史思维和分析历史问题的能力,这是本文的主要研究内容,也是本文主要创新的地方。然而因为笔者水平有限,在研究过程中一定存在着许多不足之处,诸如理论不够科学、分析不够到位、研究不够深入、实验研究的数据分析比较粗糙等,这些都有待在今后的历史教学中不断努力完善,进行更深入的研究。
[Abstract]:Mind maps, also known as mental maps, are thought tools for storing, organizing, optimizing and outputting information in graphic form and in the form of a network. Today people live in a rapidly changing information age. The nature of people's love of images makes imagetization sweep through human society quickly, and people are more willing to receive information with image visualization. Nowadays, high school students are even called "image generation", they grow up with image culture. There is a special emotion for images, which not only satisfies their aesthetic and cognitive characteristics, but also affects their thinking structure and cognitive style. The high school history teaching, which needs memory and understanding and analysis, is faced with great challenges. The difference of time sequence brings a lot of difficulties to teaching. The mapping of thinking has five basic characteristics: combing, memory, creativity, panorama and flexibility, as a new type of thinking tool with transformative meaning. It not only retains the essence of the traditional teaching methods, but also creates a new and effective teaching method, which is very suitable for a large number of historical learning and memory, deep understanding, wide knowledge association, more induction and analysis, and high ability. It is of great significance to apply this thinking tool to enhance the attraction of history teaching in senior high school, to improve students' ability of thinking about history and to lay the foundation for students' future development. This paper discusses the necessity and feasibility of the application of thinking map in senior high school history teaching from the perspective of the renewal of teaching idea, the requirement of subject characteristics, the reflection of current teaching, the smooth cognition of students and the call of times. And through the application of each link of teaching examples, practice comparative analysis and other actions to prove its operability and effectiveness, This paper attempts to explore the application value of thinking mapping in history teaching in senior high school and the points to be paid attention to. This paper attempts to explore the application of thinking mapping in history teaching based on the new development of international thinking mapping. Perspective of the important role of thinking mapping in teaching and specific practical strategies, enrich the theory and practice of thinking mapping research, and provide a new thinking visualization strategy for senior high school history teaching. To provide an effective teaching tool for teachers in history teaching design and teaching process, in order to make up for the shortcomings of the traditional teaching process, This paper also hopes to improve the theoretical research level of history teachers. Through the research on the application of thinking map in senior high school students' learning history knowledge, this paper hopes that thinking map can enhance the teaching effectiveness and achieve the teaching goal better. At the same time, we should expand the ways of cultivating students' historical thinking ability, lay a foundation for the students' future development, and truly meet the requirements of the new curriculum's three-dimensional goal. We can effectively apply the thinking map to the history class. This is the main research content of this paper and the main innovation of this paper. However, because of the limited level of the author, the author has the ability to think history and analyze historical problems more than to acquire historical knowledge, and this is the main research content of this paper as well as the main innovation of this paper. There must be many deficiencies in the research process, such as the theory is not scientific, the analysis is not enough, the research is not deep enough, the data analysis of the experimental research is relatively rough and so on, all of these need to be improved continuously in the history teaching in the future. Do more in-depth research.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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