概念图在高中生物学教学中应用的研究

【作者】 李健；

【导师】 张祥沛；

【作者基本信息】 曲阜师范大学 ， 课程与教学论， 2008， 硕士

【摘要】 20世纪60年代由美国康奈儿大学诺瓦克(Joseph D.Novak)教授等人根据意义学习和概念同化理论开发了概念图这样一种新工具。研究发现,无论是新课教学还是复习课教学,都可以用概念图来作为教学设计的工具,进行学习资源与学习过程的设计。教师可以用概念图来组织学习资源,也可以用概念图来进行学习进程的组织,提高教学绩效;学生在学习过程中,通过绘画概念图,把复杂的知识结构用简洁明了的图形形式表现出来,形象地呈现各知识点之间的联系,包括新旧知识间的关系,确定因果联系,区分概念等。相对而言,我国对概念图的引进和研究较晚,前期主要以港台地区研究为多。1999年后,大陆地区的研究也逐步增多,目前国内教育技术界对概念图的研究更有上升的趋势,一些学者和专家进行了大量的研究和试验,走过了从移植到改良,从改良到创新的探索历程,取得了富有成效的成果。但概念图在我国仍属新生事物,大家对概念图的理解仍存在不少分歧,并且相当多的研究局限于理论层面,具体的操作性方法、教学模式及评价方面的研究较少,尤其是在中学生物学教学中的使用上更是欠缺。笔者试图在借鉴众家理论、观点的基础上,通过开展概念图的理论和实践研究,改革传统的生物学课堂教学结构,为在生物学教学中实现面向全体学生的全面发展的素质教育目标做出自己的贡献。本文在研究上运用了文献法、调查法、实验法、比较分析法等多种方法。论文的主体共分六个部分:第一部分是概念图的概述。从理论层面阐述了概念图的内涵、概念图在国内外的研究现状和特点、概念图的教学功能以及制作方法。第二部分是概念图在高中生物学教学中应用的现状调查。从教师与学生两个层面分析高中生物学教学应用概念图教学的现状,并分析产生这种现状的原因,进而阐明在高中生物学教学中实施概念图教学的必要性。第三部分是概念图在高中生物学教学中应用的研究。通过分析概念图在高中生物学教学中概念图的理论基础、应用的基本原则、基本模式,结合教学实践,重点阐述了概念图教学的四种基本模式:新授课模式、复习课模式、命题模式、评价模式。第四部分是概念图在高中生物学教学中应用的实验研究。把本文所提出的概念图教学模式应用于实践,检验其在实际教学中的可行性和有效性,并证实在高中生物学教学中实施概念图教学对学生的学习主体性、学习兴趣与态度、认知结构、学习成绩方面均能起到促进作用。第五部分是结论。对本文的研究结论做了一个总结。第六部分是讨论及建议。对概念图教学中出现的问题进行了分析,并提出了相应的建议。更多还原

【Abstract】 In the early 1960s, Professor Joseph D. Novak and other scholars explored a new sort of instrument named concept map, according to the theories of meaningful learning and concept assimilation. The research found that concept map could be used as an instrument of teaching design in both new lessons and review lessons, to design learning resource and process. Teachers use concept map to organize learning resource and learning course, also improve the teaching performance. In the process of their learning, by painting concept map, students use laconic chart to exhibit complicated knowledge frame and present the affiliation of knowledge points which include the relation of the new and former knowledge, confirming the cause and effect affiliation, distinguishing concepts and others.Correspondingly, our country began to introduce in and research concept map form not long ago. The forepart researches appeared mostly in the areas of Hongkong and Taiwan. From 1999, researches gradually increase in the teaching technology kingdom in our mainland. Some scholars and experts have researched by numerous experiments and have made great achievements. Nonetheless, it has yet been brand- new to a lot people in China. There are quite a few disagreements in understanding concept map. Much research is limited in the theoretical field and there is lack of detailed operation, teaching patterns and criticisms . It is particularly in short of using in biology teaching in senior high school. The author here tries to reform the traditional biology teaching pattern by putting concept map theory into practice, on the basis of learning from the others’ theories and ideas. In this way, I will do my best to pay more attention to the development of all students in an all-around way.The thesis uses the methods of literature research, investigation and experiment, etc. The following six parts composes this thesis:Part One is the brief introduction on concept map. In the theoretical perspective, the author displays the connotation and the research in this field home and abroad. In addition the author recommends the teaching function and facture method of concept map.Part Two covers a questionnaire on the implementing about concept map in the current biology teaching in a high school. This part analyzes using of concept map for the current biology teaching from both the teachers and the students’ stand and the causes behind this phenomenon in order to stress the necessity of implementing using concept map in the biology teaching in high schools.Part Three is the theoretical research of concept map in biology teaching in high schools. The author mainly displays some basic theories of concept map and narrates the basic principles and strategies in using concept map. With regard to teaching practice, the author put an emphasis on the four basic patterns as followed: new lesson pattern; review lesson pattern; pattern; proposition patter; evaluation pattern.Part Four describes the practice of using concept map in biology teaching in high schools. By putting teaching patterns about concept map into practice and tests its feasibility and validity in the real-life teaching, this thesis shows the positive effects of using concept map in biology teaching in high schools in cultivating the students’ activeness, interest and attitudes to learning, episteme structure as well as making achievements in their learning.Part Five makes a conclusion of the study.Part Six analyzes the problems occurred in using concept map and puts forward corresponding proposals.更多还原