【作者】 刘芬；

【导师】 刘雨芳； 张四元；

【作者基本信息】 湖南科技大学 ， 教育硕士（专业学位）， 2019， 硕士

【副题名】以七年级上册教学内容为例

【摘要】 近年来,思维导图作为一种学习工具,被广泛的运用于教学中。它通常是从一个中心主题出发,发散开来到多个分支,进而又可以引导出更多的下级分支,可以使用多种形式来进行标记,如亮眼的色彩,图像和线条等进行标注,从而唤醒人脑的思维过程。初中生物知识牵涉面广,含有较多的概念,学生如果靠单纯的死记硬背,无法很好的将自身所学到的知识纳入自身的知识体系,而思维导图能够将知识之间建立联系,梳理知识,让这些知识变得条理化。本文是对思维导图在初中生物学教学中的应用进行研究。本研究先用文献研究法对思维导图的国内外研究现状进行分析总结,特别是在初中生物教学方面运用了思维导图的研究。之后,简单介绍了思维导图的概念、它与概念图之间的区别、理论基础以及思维导图绘制的基本步骤。在上述这些理论知识的指导下,笔者开展了思维导图的教学实践研究,采用实验研究法,以益智中学初一年级六个班为研究对象,分别设置对照组和实验组。在实践过程中,对于实验组,教师运用思维导图教学,包括课前预习、回顾旧知、学生记笔记、课堂小结和复习课中,以引导学生运用思维导图进行自主学习;另一组为对照组则采用常规的教学方法。教学实践研究结束后,采用问卷调查法,对实验组学生发放问卷,以了解学生对使用思维导图后认可等情况。在考试后对实验组与对照组的学生成绩进行比较分析。通过分析考试成绩数据和调查问卷数据,结果表明:学生对于思维导图应用于生物学教学中是认可的;思维导图能帮助学生提高学习效率;学生会绘制思维导图而且更喜欢自己制作的思维导图;学生在今后也会继续使用思维导图;实验后测数据分析显示,实验组成绩平均值要高于对照组,且有显著性差异。研究表明:学生认同并喜欢思维导图应用于初中生物学教学,运用思维导图教学能够提高初中学生自主学习能力和学生学习成绩。更多还原

【Abstract】 In recent years,mind map,as a learning tool,has been widely used in teaching.It usually starts from a central theme and spreads to multiple branches,which in turn can lead to more subordinate branches,mind map can be labeled in many forms,such as bright colors,images and lines,to awaken the thinking process of the human brain.Junior High School knowledge is involved in a wide range of concepts,students if they rely on simple memorization,is unable to be very good to their own knowledge into their own knowledge system,and mind map can establish the relationship between knowledge,combing knowledge,so that this knowledge becomes organized.And this paper is to study the application of mind map in biology teaching in junior middle school.This study first uses the literature research method to analyze and summarize the research status of thinking map at home and abroad,especially in junior middle school biology teaching to use the study of thinking map.After that,the concept of thinking map,the difference between it and concept map,the theoretical basis and the basic steps of thinking map drawing are briefly introduced.Under the guidance of these theoretical knowledge,I have carried out the teaching practice research of thinking map,using the experimental research method,taking the six classes of the first grade of the puzzle Middle School as the research object,and setting up the control group and the experimental group respectively.In the course of practice,for the experimental group,teachers use mind map teaching,including pre-Class preview,review of forget,students take notes,class summary and refresher classes,in order to guide students to use Mind map for autonomous learning,and the other group for the control group to use conventional teaching methods.After the experiment,the questionnaire survey was used to distribute the questionnaire survey among the students in the experimental group in order to understand the students ’ recognition after using the thinking map.After the examination,the results of the students in the experimental group and the control group were compared and analyzed.Through the analysis of examination data achievement data and questionnaire,the results show that:Students are recognized for the application of thinking map to biology teaching,thinking map can help students improve learning efficiency,student union to draw mind map and prefer the mind map of their own production;students will continue to use mind maps in the future;The average score of the experimental group was higher than that of the control group,and there were significant differences.The research shows that students identify with and widely accept and like the teaching of thinking map method,and the use of thinking map teaching can improve the autonomous learning ability and students ’ academic achievement of junior middle school students.更多还原