基于学生思维导图的地理教学研究

发布时间：2018-03-27 12:44

本文选题：思维导图　切入点：学生思维　出处：《广州大学》2017年硕士论文

【摘要】：随着中学新课程改革不断深入,中学教学更加注重构建学生自主学习的品质,因此如何在教学过程中培养学生“自主学习能力”已成为教育研究热点之一。思维导图作为一种以有效的可视化思维工具,其形象直观、逻辑清晰的特点有助于促进学生内化所学知识和建构知识体系,为学生自主学习提供一种新的学习方法。研究者在教育实习的过程中,却发现目前课堂中学生使用的思维导图多为教师或专家所创建,学生参与度极低,未能凸显学生个性及发现存在的问题,从而使思维导图的作用大打折扣。学生缺乏自我关注与认识,针对“学生自主设计的思维导图”这方面文章几乎没有。所以本研究试图以学生思维导图作为切入点,以高中地理学科作为案例展开研究。本文通过文献研究法、实验法、访谈法和SOLO分类评价法等研究方式以学生自主设计的思维导图作为切入点,通过对广州市广雅中学高一年级学生思维导图作品进行分析,对参与实验教师的深入访谈以及国内同行老师的网络调查,探究了学生学习的个体差异性和思维习惯,找出学生思维中存在的知识漏洞与思维缺陷,分析产生教学问题背后的教师和学生原因,从而为地理教学改革提出改进建议以便进行补漏或修正。研究结果表明:树状思维导图是学生常用的思维导图形式,超过80%的学生已掌握;教材难度较大的章节易出现知识漏洞,擅长高三教学的老师在高一教学中存在较多思维缺失,主要表现为结构性思维能力不足和逻辑思维能力欠缺;思维导图完成度与教学条件和方式、学习能力、目标难度、性别因素密切相关;广雅中学学生思维多为多点结构水平和低关联结构水平,教师根据学生差异量身订造学习建议。
[Abstract]:With the deepening of the new curriculum reform in middle schools, the teaching of middle schools pays more attention to the quality of students' autonomous learning. Therefore, how to cultivate students'"autonomous learning ability" in the teaching process has become one of the hotspots of educational research. The characteristics of logical clarity are helpful to promote students to internalize what they have learned and to construct knowledge systems, and to provide a new learning method for students' autonomous learning. However, it is found that most of the mental maps used by middle school students in the classroom are created by teachers or experts, and the participation of students is extremely low, which fails to highlight the students' personality and discover the existing problems. Thus, the function of thinking map is greatly compromised. Students lack self-concern and understanding, and there is almost no article on "thinking map designed by students". So this study attempts to take student thinking map as the starting point. Through the methods of literature research, experiment, interview and SOLO classification evaluation, this paper takes the self-designed thinking map of students as the starting point. Through the analysis of the masterpieces of the first grade students' thinking map in Guangzhou Guangya Middle School, the in-depth interview of the participating experimental teachers and the network investigation of the domestic peer teachers, this paper explores the individual differences and thinking habits of the students. Find out the knowledge loophole and thinking defect existing in the students' thinking, analyze the teachers and students' reasons behind the teaching problems, The results show that tree-shaped thinking map is a common form of thinking map for students, and more than 80% of students have mastered it. The teaching material difficult chapters are prone to appear knowledge loopholes, the teachers who are good at senior three teaching have more lack of thinking in senior one teaching, mainly for lack of structural thinking ability and logical thinking ability. The degree of completion of thinking mapping is closely related to teaching conditions and methods, learning ability, difficulty of goal, gender factors, and the students' thinking level of Guangya Middle School is mostly multi-point structure level and low correlation structure level, and the teacher tailor-made learning suggestions according to the students' differences.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.55

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