【作者】 李远航；

【导师】 张立新；

【作者基本信息】 河北大学 ， 教育技术学， 2006， 硕士

【摘要】 本文将概念图看作一种教学技术,认为它能应用于高中物理陈述性知识的教学并能取得积极的应用效果,但这取决于使用过程中的教学设计。通过对当前高中物理陈述性知识的教学情况和概念图在教学中作用的梳理,本文认为概念图在高中物理陈述性知识的教与学过程中可以作为先行组织者、教学内容的组织策略、学生的学习策略和评价手段。教学之前,我们根据史密斯和雷根的教学设计模式进行教学设计,在教学过程的不同阶段体现概念图的各种作用,并随时检验教学结果以改进教学设计的结果。从研究的结果上看,概念图作为先行组织者能够支持学生的有意义学习,能够为学生建立起新旧知识的有意义连结,使学生不必采用机械记忆的方式学习。应用概念图授课和传统的课堂授课在形式和结果上似乎没有大的差别,但在复习课中应用概念图能够促进学生的知识迁移。虽然应用概念图进行考试有一定的难度,但它还是可以支持教学评价的,从学生构建的概念图中,教师能够从一定程度上看出学生对某一个范围知识的掌握情况。更多还原

【Abstract】 The paper looks on concept maps as an instructional technology, while it’s consideredthat can be applied in the instruction of middle school physics declarative knowledge anddevelop a positive effect. But it rests with the instructional design of the application process.Concept maps can be used as advanced organizer, organized strategy of instructioncontent, students’ learning strategy and evaluating means in teaching and learning process onmiddle school physics declarative knowledge, through analyses of the instructional conditionand the function of concept maps in teaching. Before teaching, according to the instructionaldesigns of Smith and Ragan’s, we embody kinds of functions of concept maps in differentphases of instructional process.Through the results of research, and as an advanced organizer, it can sustain students’meaningful learning, and make a meaningful combination with old and new knowledge inorder to avoid students’ mechanical memory. It seems there’re no big differences of the form,result between the concept maps instruction and the traditional class teaching. But in review,the application of concept map can promote students’ knowledge transition. Althoughapplying concept maps in test is difficult, it can be used to support the teaching evaluation. Toa certain degree, teachers can find out through the concept maps constructed by students thecommand of a certain range of knowledge.更多还原