【作者】 王瑞；

【导师】 袁金芳； 毛惠云；

【作者基本信息】 河南大学 ， 教育硕士（专业学位）， 2021， 硕士

【摘要】 《普通高中化学课程标准(2017年版)》强调应有效开展化学日常学习评价和重视化学习题设计的创新,以充分发挥习题讲评课对学生化学学科核心素养的诊断和发展功能。高中化学习题讲评课是高中化学教学与评价的重要组成部分。它作为教与学、学与用的桥梁,对培养学生的思维能力、提高学生分析和解决问题的能力、提高教学质量、促进学生化学学科核心素养的诊断和发展等都具有重要作用。经查阅相关文献和前测问卷调查,了解到目前高一化学习题讲评课现状普遍不乐观,因此应用一种行之有效的习题讲评课教学方式至关重要。思维导图作为一种思维训练工具,通过图文结合这一可视化方式,来外显大脑的思维过程。它具有直观性、概括性、层次性、关联性、发散性等特征,有助于学生建构知识网络、理清解题思路、提升学生的思维品质以及促进师生之间进行交流与合作。通过文献研究法,对国内外关于思维导图和习题讲评课的研究进行整理与分析,阐述了卡皮克记忆理论、认知负荷理论、双重编码理论的基本思想及其对研究的理论支撑作用,再结合高一化学习题讲评课现状的调查结果,制定出思维导图在高一化学习题讲评课中的应用策略。以固始县某高中的高一两个班共160名学生作为实验对象,并将高中化学人教版必修一所配套的优化指导课时作业作为习题讲评课的内容,在实验班采用基于思维导图的习题讲评式,在对照班继续采用常规讲评式。经过高一一学期的教学实践研究后,对实验班进行后测问卷调查,并借助问卷星平台和SPSS 25.0软件,对收集到的后测问卷数据和两个班的4次化学考试成绩进行相关分析,来检验思维导图在高一化学习题讲评课中的应用效果。结果表明:(1)与常规的习题课教学方式相比,基于思维导图的习题讲评课能提高学生的化学学习兴趣和学习效率。(2)相较于常规的习题讲评式,思维导图讲评式能增强学生的总结反思意识和团队合作意识。(3)与常规的习题讲授式相比,基于思维导图的习题讲评课有助于提升学生的思维激发、思维发散、思维整理等品质,也利于学生分析和解决化学问题。(4)在化学习题讲评课中,不断地运用思维导图,能明显提高学生的化学成绩。(5)针对不同程度的学生,思维导图在提高化学成绩方面具有差异性。对于中高分段的学生,思维导图的应用效果较好,对于化学成绩的提高先得到显现;对于低分段的学生,前期作用不大,随着思维导图的逐渐应用,对于学习的促进作用会显现出来,化学成绩才会有明显的提高。更多还原

【Abstract】 The Chemistry Curriculum Standards for General Senior High Schools(2017 Edition)emphasizes that the need to effectively carry out chemistry daily learning evaluation and the innovation of chemical exercise design,so as to give full play to the diagnosis and development function of the exercise evaluation class for students ’ core literacy of chemistry.High school chemistry exercise evaluation class is an important part of high school chemistry teaching and evaluation.As a bridge between teaching and learning,learning and application,it plays an important role in cultivating students’ thinking ability,improving students’ ability to analyze and solve problems,improving teaching quality,and promoting the diagnosis and development of students’ core quality of chemistry.Through consulting relevant literature and carrying out pretest questionnaire survey,it is found that the current situation of senior one chemistry exercise evaluation class is generally not optimistic,so it is very important to apply an effective teaching method of exercise evaluation.Mind mapping,as a kind of thinking training tool,can show the thinking process of the brain through the combination of pictures and texts.It has the characteristics of intuitiveness,generality,hierarchy,relevance and divergence,which can help students to construct knowledge network,clear the way of solving problems,improve the quality of students’ thinking and promote the communication and cooperation between teachers and students.On the basis of literature research,the study on mind mapping and exercise evaluation class at home and abroad is compiled and analyzed,and expounds the basic ideas of Karpicke’s memory theory,cognitive load theory and double coding theory and their theoretical support to the research.Combined with the investigation results of the current situation of the senior one chemistry exercise evaluation class,the application strategy of mind mapping in the senior one chemistry exercise evaluation class is formulated.A total of 160 students from two classes in a high school in Gushi County were selected as the experimental objects,and a complete set of optimized guidance class assignments were taken as the contents of exercise evaluation.In the experimental class,the exercise evaluation based on mind mapping is adopted,and the conventional teaching method is continued in the control class.After the practical research in the first semester of senior high school,a post-test questionnaire survey was conducted on the experimental class.With the help of the questionnaire star platform and SPSS 25.0 software,the collected post-test questionnaire data and the four chemistry examination scores of the two classes were analyzed to test the application effect of mind mapping in senior one chemistry exercise evaluation class.The results show that:(1)Compared with the conventional teaching method of exercise class,the exercise evaluation class based on mind mapping can improve students’ interest in chemistry learning and learning efficiency.(2)Compared with the conventional exercise comment style,mind mapping comment style can enhance students’ awareness of reflection and teamwork.(3)Compared with the conventional teaching mode of exercises,the exercise evaluation class based on mind mapping can help to improve the quality of students’ thinking stimulation,thinking divergence and thinking arrangement,and help students to analyze and solve chemical problems.(4)In the course of chemistry exercise evaluation,the continuous use of mind mapping can significantly improve students’ chemistry performance.(5)For students of different degrees,mind mapping has different effects on improving chemistry scores.For middle and high grade students,the application effect of mind mapping is better,and the improvement of chemistry performance is shown first.For students with low grades,it has little effect in the early stage,but with the gradual application of mind mapping,the promotion effect on learning will appear,and the chemistry performance will be significantly improved.更多还原