中国基础教育博硕士论文库

节点文献

将思维导图引入高中生物理学习的个案研究

【作者】 李娜

【导师】 卢慕稚;

【作者基本信息】 首都师范大学, 学科教学, 2017, 硕士

【摘要】 思维导图是由英国学者托尼·博赞(Tony Buzan)在研究大脑力量和潜能的过程中发现的,它是用图画、符号和连线来表达人的思维过程的一种思维工具。“思维导图可以让复杂的问题变得非常简单,简单到可以在一张纸上画出来,让你一下看到问题的全部。它的另一个巨大优势是随着问题的发展,你可以几乎不费吹灰之力地在原有的基础上对问题加以延伸。”由于它在运动、经济、科技等多个领域的特有效应,使得这利思维工具风靡世界。思维导图在西方一些国家已运用于教育领域,在我国近些年也有一些专家和有识之士将它运用于教学方面。随着思维导图在各个领域的广泛应用,一些老师开始逐渐把它引入到学校的教学和学习中,这为学生提供了一种新的学习工具。本研究从尊重学生个性特点这一理念出发,试图将思维导图与学生的个性特点相结合引入学生的学习中,于是,如何将个性化思维导图引入学生的学习中就成了本研究的主要问题,具体分为三个阶段:其一、如何使学生产生学习思维导图的动机?其二、如何使学生学会画个性化的思维导图?其三、如何引导学生将思维导图应用于物理学习?本研究从学生的个性特点、思维导图的特点、物理学科学习的特点出发设计将思维导图引入学生物理学习的方案,采用针对个案的行动研究方法,边实践边观察学生的反应,通过访谈与收集学生的作品分析方案的效果,反思改进途径。实践研究表明:利用一节课的时间进行讲座,针对什么是思维导图,为什么要引入思维导图帮助学习,以及如何制作思维导图等方面进行介绍,对于激发学生学习思维导图的动机效果一般,由于思维导图讲座的内容设计、讲解方式、时间安排都影响了学生对思维导图的认同,我觉得采用“阶段性讲座和课后辅导”的方式来激发学生学习思维导图可能会有一定的借鉴性;在教学生绘画思维导图方面,本研究设计一系列的方案来渐进式教学生学会画思维导图,但由于时间比较紧,学生只是初步学会了画思维导图不是很成熟。我认为以“一对一课后辅导和开设思维导图选修课”的方式可能会更有利于学生充分接受和学习;在把思维导图应用于物理学习方面,将思维导图在记笔记、预习、复习、促进思考等方面的结合时,学生学会了画物理思维导图,但思维导图对学习效果的影响还不是很明显。我觉得学生把思维导图融入到自己的日常学习中,在教师的引导和帮助下长期用思维导图来学习物理,逐渐养成一种用思维导图学习物理的习惯可能会对学习有更好的效果;

【Abstract】 Mind map is by the British scholar Tony bo praise (Tony Buzan) in the study of the power and potential of the brain found, it is with the drawing, symbols and attachment to express one’s thinking process of thinking tools."Mind map can make complex problems become very simple, and can be drawn on a piece of paper, let you, see all the problems.... It’s another big advantage is with the problems of development, you can almost have no effort in the original foundation to the extension of immediately." Because it is used in motion, economy, science and technology, and other fields of special effects, this kind of thinking tool has swept the world. Mind map in some western countries have used in the education field, in recent few years some experts and insight have applied to teaching in our countryAlong with the mind map extensive application in many fields, many teachers gradually began to put it into the school teaching and learning, it provides students with a new learning tools. This research takes student’s individuality characteristic, and its inclusion in the mind map’s study, how to personalized mind map into students’ learning is the main problem of this study, and the specific is divided into three stages:firstly, how to make students produce the motive of learning mind map? Secondly, how to make students learn to draw personalized mind map? Thirdly, how to guide students applied mind map in physical learning? The students’personality characteristics, the characteristics of the mind map, the discipline characteristic of the study as the foundation, thus come to mind map design will be introduced in the study of programmes and objectives. In the study, the site, observation, visiting, material objects such as collecting the collection of data in the case method and action research methods.Teaching practice and research shows that:mind map as a learning tool, to encourage students to mind map produce learning motivation, this study used a lesson of time to give lectures, but the effect is general, only two have motivation to learn of the students; I think the "stage lectures and after-school tutoring" way of stimulating students’ mind map effects may have a certain referance. Teaching students painting mind map, this study design a series of proposals for the gradual teach students to learn to draw mind map, but since the time of spruce, students just preliminary learned to draw mind map, not so mature. I think "one-to-one coaching after class and open mind map elective course" way may be more beneficial to the student the full acceptance and study; In the mind map applied in physical learning, mind map in the combination of in the notes, preview, review and promote to think, etc, the student learned the painting physical mind map, but mind map to study the influence of the effect is not obvious. I think students put mind map into their daily study, in the teacher’s guidance and help long-term application mind map to study physics, develop into a kind of mind map learning physical habits may learn to better effect;

移动知网

全球学术快报

  • 【网络出版投稿人】 首都师范大学
  • 【分类号】G633.7
  • 【下载频次】98
节点文献中: