促进初中学生化学思维导图建构的研究
发布时间：2018-12-18 20:20
【摘要】：现代教育的目的是提高受教育者的智力水平,其中思维能力是核心因素。英国的东尼·博赞于20世纪70年代发明的自然表达发散性思维的工具——思维导图,模拟了人类大脑的结构,以树形分支延伸出去,形成一种树状的思维。这种学习工具的出现,能比较直观的表现出绘制者的思维特点。本研究旨在在初中学生学习化学过程中,以思维导图为工具,把初中化学重要知识之间建立相互的层次关系,教师通过对学生思维导图的分析,辨明学生的思维特点,以便采取有效的干预措施帮助学生理清知识点的相互关系,发展抽象逻辑思维,从而促进学生化学思维导图的建构,提升学生学习化学的效率。本研究从思维导图可以辨析学生化学思维特点、思维导图可以促进学生化学的学习两方面提出假设。结合学生已有知识,奥苏贝尔的有意义学习三层次——表征学习、概念学习、命题学习,以及学生元认知监控情况建立分析模型。教师让学生绘制思维导图后,通过使用分析工具合理解构思维导图,结合半结构性访谈,辨析出初中学生的化学学习思维特点是喜好具体、形象思维,而抽象逻辑思维发展不成熟;原有认知结构不稳定,新旧知识之间没有建立稳固的联系;元认知监控能力较弱。针对上述特点教师采用干预策略,如教师在访谈中对学生进行问题式的个别辅导,帮助他们把新知识融入原有的认知结构中;教师借助课堂进行集体梳理知识,理清关系,帮助学生把新知识与已有认知结构建立起新的“实质的”、“非人为性”的联系;督促学生反思自己的思维导图,修正或重构思维导图以明确学习内容。通过分析修正或重构的思维导图、学科知识测试中相关习题的得分率,可以发现上述干预策略能较好地帮助学生建构和完善自己的认知结构,促进发展抽象逻辑思维,更好的建构思维导图,提升化学学习的效果。
[Abstract]:The purpose of modern education is to improve the intellectual level of the educated, among which the thinking ability is the core factor. In the 1970s, Tony Bozan of England invented the tool of natural expression of divergent thinking, the thinking map, which simulates the structure of human brain and extends out as a tree-shaped branch to form a kind of tree-like thinking. The appearance of this learning tool, can more intuitively show the characteristics of the plotter's thinking. The purpose of this study is to establish a hierarchical relationship between the important knowledge of chemistry in junior high school by using the mind map as a tool in the process of learning chemistry. The teachers identify the thinking characteristics of the students through the analysis of the students' mind map. In order to take effective intervention measures to help students to clear up the relationship between knowledge points, develop abstract logical thinking, thus promote the construction of students' chemical thinking map, improve the efficiency of students to learn chemistry. In this study, the characteristics of students' chemical thinking can be distinguished by thinking map, and the hypothesis can be put forward from two aspects: thinking map can promote students' chemistry learning. According to the existing knowledge of students, Ausubel's meaningful learning consists of three levels: representation learning, conceptual learning, propositional learning, and students' metacognitive monitoring. After the teacher asked the students to draw the thinking map, through the use of analytical tools to reasonably deconstruct the thinking map, combined with semi-structured interviews, the characteristics of chemical learning thinking of junior high school students were identified as being specific and pictographic thinking. Abstract logical thinking is not mature; The old cognitive structure is unstable, the new and old knowledge has not established a firm relationship, and the metacognitive monitoring ability is weak. According to the above characteristics, teachers adopt intervention strategies, such as teachers' individual counseling in interviews with students, to help them to integrate new knowledge into the original cognitive structure; Teachers make use of the classroom to sort out the knowledge, clarify the relationship, and help the students to establish a new "substantial" and "non-artificial" connection between the new knowledge and the existing cognitive structure; Urge students to reflect on their own mind map, correct or reconstruct thinking map to clarify the learning content. By analyzing the modified or reconstructed mind map and the score rate of the related exercises in the subject knowledge test, we can find that the intervention strategies mentioned above can help students to construct and perfect their cognitive structure and promote the development of abstract logical thinking. Better construction of thinking map, improve the effect of chemistry learning.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8
本文编号：2386444
[Abstract]:The purpose of modern education is to improve the intellectual level of the educated, among which the thinking ability is the core factor. In the 1970s, Tony Bozan of England invented the tool of natural expression of divergent thinking, the thinking map, which simulates the structure of human brain and extends out as a tree-shaped branch to form a kind of tree-like thinking. The appearance of this learning tool, can more intuitively show the characteristics of the plotter's thinking. The purpose of this study is to establish a hierarchical relationship between the important knowledge of chemistry in junior high school by using the mind map as a tool in the process of learning chemistry. The teachers identify the thinking characteristics of the students through the analysis of the students' mind map. In order to take effective intervention measures to help students to clear up the relationship between knowledge points, develop abstract logical thinking, thus promote the construction of students' chemical thinking map, improve the efficiency of students to learn chemistry. In this study, the characteristics of students' chemical thinking can be distinguished by thinking map, and the hypothesis can be put forward from two aspects: thinking map can promote students' chemistry learning. According to the existing knowledge of students, Ausubel's meaningful learning consists of three levels: representation learning, conceptual learning, propositional learning, and students' metacognitive monitoring. After the teacher asked the students to draw the thinking map, through the use of analytical tools to reasonably deconstruct the thinking map, combined with semi-structured interviews, the characteristics of chemical learning thinking of junior high school students were identified as being specific and pictographic thinking. Abstract logical thinking is not mature; The old cognitive structure is unstable, the new and old knowledge has not established a firm relationship, and the metacognitive monitoring ability is weak. According to the above characteristics, teachers adopt intervention strategies, such as teachers' individual counseling in interviews with students, to help them to integrate new knowledge into the original cognitive structure; Teachers make use of the classroom to sort out the knowledge, clarify the relationship, and help the students to establish a new "substantial" and "non-artificial" connection between the new knowledge and the existing cognitive structure; Urge students to reflect on their own mind map, correct or reconstruct thinking map to clarify the learning content. By analyzing the modified or reconstructed mind map and the score rate of the related exercises in the subject knowledge test, we can find that the intervention strategies mentioned above can help students to construct and perfect their cognitive structure and promote the development of abstract logical thinking. Better construction of thinking map, improve the effect of chemistry learning.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8
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