概念图在高中生物复习课中的应用研究

发布时间：2018-12-25 13:03

【摘要】：概念图是组织和表征知识的工具,包括概念、节点、连接词、连线四个部分。针对高中生物教学中概念之间密切联系的现状,使用概念图将知识点系统梳理。在整理研究背景、意义、现状以及支持概念图使用的相关理论基础上,进一步将概念图按照不同的要求分类,针对不同的复习内容使用不同类型的概念图,并以教案的形式进行呈现。笔者为了研究概念图在复习课中地使用效果,选取了河南师范大学附属中学的高一年级12和13两个平行班为研究对象,以高中人教版必修一《分子与细胞》为教学内容,相对于对照班,在实验班实施为期半年的概念图教学,采用双侧T检验的方法分析实验班和对照班的学生学习兴趣及生物成绩。在实验班使用概念图复习,将生物概念分类,使用概念图有针对性地进行教学,通过分析生物试卷中每道试题概念的错误率,针对不同的内容使用不同的概念图,通过双侧T检验的方法将实验班前后的生物成绩分析比较。研究结果发现:(1)实验班学生的学习兴趣及生物成绩明显高于对照班,实验班学生对于知识的掌握更加系统化,能够灵活的运用概念。(2)在概念图复习教学中将概念系统分类,针对不同概念灵活运用概念图,发现实验班学生前后成绩有显著提高。本研究表明:在高中生物复习课教学时使用概念图能够一定程度地提高学生的学习成绩和学习兴趣,锻炼学生自主学习的能力,增强学生的学习成就感;针对不同的教学内容和概念在课堂中选择合适的概念图制作流程,概念较少的知识点由学生自主编写概念图,概念较多的知识点,由教师呈现一部分概念进而组织学生进行填写;将概念进行分类,使用不同类型的概念图进行讲解,能够有效地提高教学效率。
[Abstract]:Concept map is a tool for organizing and representing knowledge, which includes four parts: concept, node, conjunction and connection. In view of the current situation of close relation between concepts in biology teaching in senior high school, the concept map is used to sort out the knowledge points systematically. On the basis of sorting out the research background, significance, current situation and related theories supporting the use of concept maps, the concept maps are further classified according to different requirements, and different types of concept maps are used for different review contents. It is presented in the form of teaching plan. In order to study the effect of concept map in reviewing class, the author chooses two parallel classes of grade 12 and 13 in grade 12 and 13 of the affiliated middle school of Henan normal University as the research objects, and takes the compulsory course "molecules and cells" as the teaching content in the senior high school education edition. Compared with the control class, the concept map teaching was carried out in the experimental class for half a year. The study interest and biological achievement of the students in the experimental class and the control class were analyzed by using the method of bilateral T test. This paper reviews the concept map in the experimental class, classifies the biological concept, uses the concept map to carry on the teaching pertinently, by analyzing the error rate of each concept in the biological examination paper, uses different concept map according to the different content. The biological scores of the experimental class before and after the test were analyzed and compared by the method of bilateral T test. The results showed that: (1) the students' learning interest and biological achievement in the experimental class were significantly higher than those in the control class, and the students in the experimental class were more systematic in their knowledge acquisition. (2) classifying the concept systematically in the review teaching of concept map, applying the concept map flexibly according to different concepts, it is found that the results of the students in the experimental class have been improved significantly before and after. The research shows that the use of concept map in biology review teaching in senior high school can improve students' learning achievement and interest, exercise students' ability of autonomous learning, and enhance students' sense of learning achievement to a certain extent; For different teaching contents and concepts in the classroom to choose the appropriate concept map making process, the concept of less knowledge by the students to write the concept map, the concept of more knowledge points, Teachers present part of the concept and then organize students to fill it out; Classification of concepts and explanation of different types of concept maps can effectively improve teaching efficiency.
【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】：G633.91

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