思维导图在高一力学教学中的实践研究

发布时间：2018-06-29 22:04

本文选题：思维导图 + 物理教学　；参考：《河南师范大学》2017年硕士论文

【摘要】：思维导图作为一种图形思维工具和知识表征工具,研究思维导图与高中物理教学的相适性,探索高中物理学习的新方法,有助于提高高中物理课堂教与学的效果。本研究是将思维导图的教学方法应用到氋中一年级力学课程的教学实践中,旨在提升高中物理课堂的教学效果,培养学生的思维能力,并为思维导图在物理教学中的应用提供一些经验参考。本文在文献调研的基础上,从理论上对思维导图在教学理论和教育实践中的应用进行分析探讨,以思维导图的教学特点和教学效果为出发点,经过相应教育教学规律的引导,研究思维导图在高中物理力学教学实践和学生物理学习过程中的实用性,帮助物理教师掌握更多更好的教学方法,从而有效的实施教学。本研究通过对笔者所在学校的25位高中物理教师进行访谈,获取了本校高中物理教师对思维导图的认知程度和在物理教学中应用的情况如下:(1)部分高中物理教师对思维导图的教学方法有一定的了解和认识,但是真正深入研究并运用这种方式进行物理教学的老师并不多,坚持使用的更是寥寥无几;(2)大多数高中教师对思维导图这一教学方式的评价是肯定的,他们认为使用思维导图的教学方式进行物理教学能够得到学生的积极配合,从而实现物理课堂教学的优化;(3)一部分高中物理教师建议在实施思维导图进行教学的同时要注意与其他教学方法的相互结合,并要注意思维导图的教学方式与物理课程实际的适用性;(4)个别老师认为思维导图的教学方式并不适用所有的物理课堂,因此,运用思维导图进行物理教学的成效可能并不显著。本文通过课堂观察、问卷调查以及抽样访谈、对比实验等方法,研究了学生在教学实验前后对高中物理课程学习态度的转变,以及对思维导图学习方式的兴趣及认可度等。在此基础上利用思维导图进行高一力学教学案例的设计,并开展了教学实践的实验研究,分析实验班和对照班在实验前后的研究数据,检验将思维导图的教学方法应用在高中物理力学教学中的有效性。对问卷调查结果和研究数据统计分析得出以下结论:(1)在高一力学课堂教学中应用思维导图进行物理教学增强了学生学习物理的兴趣和信心,提高了学生整体的物理学业成绩;(2)应用思维导图进行物理力学教学,能够培养学生的物理发散思维、抽象思维和建立物理模型的意识;(3)应用思维导图进行物理力学教学,帮助学生梳理、归纳知识结构,培养学生总结归纳能力和建立知识网络的能力;(4)应用思维导图进行高一物理力学教学,打开了学生的想象空间,学生积极参与到教师的教学活动中,增强了师生之间、生生之间的交流互动,提高了课堂教学效率,对高中物理课堂“教与学”的效果有着一定的优化作用。
[Abstract]:As a graphic thinking tool and a knowledge representation tool, thinking map is helpful to improve the teaching and learning effect of physics in senior high school by studying the suitability of thinking map and physics teaching in senior high school and exploring new methods of physics learning in senior high school. The purpose of this study is to apply the teaching method of thinking map to the teaching practice of mechanics course in grade one of senior middle school, in order to improve the teaching effect of physics class in senior high school and to cultivate the students' thinking ability. It also provides some experience reference for the application of thinking map in physics teaching. On the basis of literature investigation, this paper analyzes and discusses the application of thinking map in teaching theory and educational practice theoretically, taking the teaching characteristics and teaching effect of thinking map as the starting point, and guided by the corresponding education and teaching law. This paper studies the practicability of thinking map in the teaching practice of physics mechanics in senior high school and in the process of students' physics learning, which helps physics teachers to master more and better teaching methods, so as to carry out teaching effectively. This study conducted interviews with 25 senior high school physics teachers in my school. The cognitive level and application in physics teaching of high school physics teachers are obtained as follows: (1) some senior high school physics teachers have a certain understanding and understanding of the teaching method of thinking map. However, there are not many teachers who really study and use this method in physics teaching, and few teachers insist on it. (2) most senior high school teachers' evaluation of thinking map is positive. They think that students can cooperate actively in physics teaching by using the method of thinking map. In order to achieve the optimization of physics classroom teaching; (3) some senior high school physics teachers suggest that we should pay attention to the combination of other teaching methods while carrying out the teaching of thinking map. We should pay attention to the teaching method of thinking map and the applicability of physics course. (4) some teachers think that the teaching method of thinking map is not suitable for all physics classes, so the effect of using thinking map in physics teaching may not be remarkable. By means of classroom observation, questionnaire survey, sampling interview and comparative experiment, this paper studies the change of students' learning attitude towards physics course in senior high school before and after the teaching experiment, as well as their interest in and recognition of the learning mode of thinking map. On the basis of this, the design of the teaching case of mechanics in Senior one is carried out by using the thinking map, and the experimental study of teaching practice is carried out, and the research data of the experimental class and the control class before and after the experiment are analyzed. To test the effectiveness of applying the teaching method of thinking map in physics mechanics teaching in senior high school. The results of the questionnaire survey and the statistical analysis of the research data are as follows: (1) the application of thinking map in physics teaching in senior high school mechanics classroom teaching has enhanced the students' interest and confidence in learning physics. (2) the application of thinking map in physics mechanics teaching can train students' physics divergent thinking, abstract thinking and the consciousness of building physical model; (3) apply thinking map to physics mechanics teaching. Help students to comb, induce knowledge structure, cultivate students' ability of summing up induction and building knowledge network; (4) use thinking map to teach physics mechanics in senior one, open up students' imagination space, Students actively participate in teachers' teaching activities, enhance the interaction between teachers and students, improve the efficiency of classroom teaching, and play a certain role in optimizing the effect of "teaching and learning" in senior high school physics classroom.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

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