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概念图策略教学对中学生科学学习的影响

【作者】 谢静

【导师】 吴庆麟;

【作者基本信息】 华东师范大学, 发展与教育心理学, 2018, 硕士

【摘要】 策略教学是探讨学习策略训练的重点内容。以中学生为对象,本研究探讨了概念图策略教学的有效性问题。研究一采用问卷调查法,对上海市两所中学的中学生进行施测,以分析中学生的学习策略整体水平,不同年级以及不同性别学生的策略发展状况,以及学习策略运用水平与学业成就间的关系。研究二采用4×2准实验设计,自变量为概念图策略的教学处置(绘制概念图组,阅读概念图组,脚手架式概念图组,控制组)和先前知识,因变量为科学科目的观念性知识和推理知识,结合自编的概念图策略教学效果调查问卷,比较引入概念图策略的三种方式的教学成效。研究发现:1、中学生的学习策略运用处于"一般水平"。2、中学生的学习策略运用水平不会自发地随课程学习而增长。3、学习策略运用水平影响科学科目的学业成绩,策略运用水平高的学生,科学科目的学业成绩较好。4、课堂教学情境下的概念图策略能够改善中学生科学科目的学业成绩。5、与绘制概念图和阅读概念图相比,脚手架式概念图策略的教学成效佳。6、高先前知识和低先前知识的学生都能够从概念图策略教学中获益,概念图策略的教学处置与先前知识不存在交互作用。本研究尝试在课堂教学情境下进行概念图策略教学实验,可以为中学生的学科策略教学提供支持,同时也丰富了概念图策略教学的研究,对策略教学方法论有一定支持作用。

【Abstract】 Strategy instruction is the key content of learning strategy training.This study explored the effectiveness of concept mapping strategy instruction for middle school students.In study 1,the middle school students’ strategy use were surveyed,and we demonstrated that(a)middle school students’ strategy use was in the middle level;(b)middle school students didn’t spontaneously master the use of learning strategies;(c)the use of learning strategies affected the academic performance of the science subject,and students with high level of strategy use scored more highly than those with low level of strategy use.In Study 2,a 4 x 2 quasi-experimental design with the independent variables of strategy instruction condition(concep-map drawing,concept-map reading,scaffolding concept mapping,and control group)and prior knowledge(high versus low background knowledge)was adopted.An post-test and a questionnaire were gived to assess the effectiveness of different concept mapping strategy instruction on learning of the science subject.The results indicated that(a)the strategy instruction of concept mapping within the context of classroom teaching improved the academic achivement of the science subject;(b)Compared with the concept-map drawing group and the concept-map reading group,the scaffolding concept mapping group scored the highest;(c)students with high and low prior knowledge both benefited from concept mapping instruction,and there was no interaction between strategy instruction and prior knowledge.In this study,we tried to carry out the concept map strategy instruction experiment within the context of classroom teaching.This study supports the subject strategy instruction for middle school students,and enriches the research fruit of concept mapping strategy instruction.

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  • 【网络出版投稿人】 华东师范大学
  • 【分类号】G632.4
  • 【下载频次】67
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